ED/PSYCH 
LIB. 


REPORT  TO  THE 


AMERICAN  HISTORICAL  ASSOCIATION 

BY 

THE  COMMITTEE  OF  EIGHT 


CHARfFS  SCRIRNFFTS  SONS 

v/ii/lJL\JLJL»O     OOI\ljU.nJL»I.\  w?    w^wiiO 


THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


THE   STUDY  OF  HISTORY 

IN  THE 

ELEMENTARY  SCHOOLS 


ELEMENTARY  SCHOOLS 


THE  COMMITTEE  OF  EIGHT 


JAMES  ALTON  JAMES,   CHAIRMAN 

HENRY  E.   BOURNE  MABEL  HILL 

EUGENE  C.   BROOKS  JULIUS  SACHS 

WILBUR  F.  GORDY  HENRY  W.   THURSTON 

J.  H.  VAN  SICKLE 


COPYRIGHT,  1909,  BY 
CHARLES  SCRIBNER'S  SONS 


Education 
Library; 
D 


A5  1 


INTRODUCTION 

AT  the  annual  meeting  of  the  American  Historical  Asso- 
ciation in  1905,  a  conference  was  held  on  the  topics:  (i) 
Some  suggestions  for  a  course  of  study  in  history  for  the  ele- 
mentary schools;  and  (2)  The  preparation  desirable  for  the 
teacher  of  history  in  these  schools.  The  discussion  which 
followed  the  presentation  of  the  papers,  taken  part  in  by 
teachers  of  history  from  elementary  and  high  schools,  from 
normal  schools  and  colleges,  led  to  the  adoption  of  the  reso- 
lution :  that  it  was  thought  desirable  that  a  committee  should 
be  appointed  to  make  out  a  programme  in  history  for  the 
elementary  schools  and  consider  other  closely  allied  topics. 
In  response  to  this  request,  the  Association  appointed  a  Com- 
mittee of  Eight  to  consider  the  problems  suggested  and  make 
a  report. 

In  making  up  the  committee,  care  was  exercised  to  secure 
a  majority  who  should  be  in  actual  touch  with  the  work  of 
the  elementary  schools  and  as  far  as  possible  have  repre- 
sentatives from  the  different  sections  of  the  country.  Three 
superintendents  of  schools  were  appointed  on  the  committee; 
two  representatives  of  normal  schools  and  two  from  the  col- 
leges. All  of  the  members  have,  for  a  number  of  years, 
been  actively  interested  in  the  problems  under  consideration. 

We  have  held  five  meetings.  In  our  labors  we  have  striven 
to  work  out  a  plan  of  study  which  would  bring  about  con- 
certed j  endeavor,  avoid  duplication,  and  produce  unity  of 
purpose.  However  strongly  at  variance  in  their  point  of  view 


vi  INTRODUCTION 

individual  members  may  have  been,  they  have  been  con- 
vinced through  the  progress  of  the  discussions  that  the  great 
need,  at  present,  is  the  sacrifice  of  individual  preference  to 
a  common  good. 

We  acknowledge  our  indebtedness  to  the  many  teachers 
of  elementary  history  and  superintendents  of  schools  in 
different  sections  of  the  country  who  have  so  willingly  con- 
tributed to  the  furtherance  of  our  work.  We  trust  that  the 
report  will  be  found  helpful  to  all  who  are  in  any  way  inter- 
ested in  the  problems  we  have  undertaken  to  solve  and  that 
it  may  contribute  toward  making  a  fair  start  in  the  direc- 
tion of  a  sane  and  uniform  line  of  procedure. 

EARLIER  PROGRAMMES  AND  THE  METHOD  OF 
PROCEDURE  ADOPTED  BY  THE  COMMITTEE 

As  a  preliminary  to  the  work  of  the  committee,  it  was  de- 
termined to  ascertain  what  had  thus  far  been  done  towards 
formulating  a  programme  in  history  for  the  elementary 
schools.  No  report  which  might  be  recommended,  we  were 
convinced,  could  hope  for  a  favorable  consideration  on  the 
part  of  history  teachers  unless  we  steadily  kept  in  mind  pres- 
ent conditions. 

The  able  report  of  the  Madison  Conference  on  History, 
Civil  Government  and  Economics  must  always  be  cited  as 
the  first  real  declaration  on  the  part  of  a  national  organiza- 
tion that  history  is  entitled  to  a  place  of  dignity  in  the 
programmes  of  all  secondary  and  elementary  schools.*  The 
simple,  practical  programme  which  was  outlined  was  based  on 

*  The  Conference  was  held  in  Madison,  1892.  Its  conclusions  were  gen- 
erally adopted  by  the  Committee  of  Ten.  The  report  was  published  by  the 
Bureau  of  Education  (1893).  It  was  reprinted  by  the  American  Book 
Company  (1894). 


INTRODUCTION  vii 

the  work  already  being  done  in  some  of  the  good  schools 
of  the  country  and  was  believed  not  to  be  beyond  the  possi- 
ble in  any  school  where  there  was  an  efficient  system  of 
gradation.  "History  and  the  kindred  subjects,"  so  the  first 
resolution  reads,  "ought  to  be  a  substantial  study  in  the 
schools  in  each  of  at  least  eight  years,"  and  "the  course 
should  be  consecutive."  The  programme  adopted  for  a  course 
in  history  was  grouped  as  follows:  The  first  group  cov- 
ering the  last  four  years  of  the  grammar  schools  and  a 
second  group,  of  four  years,  beginning  with  the  high  school. 
In  the  first  group,  two  years  were  to  be  devoted  to  biography 
and  mythology,  a  third  year  to  American  History  and  Civil 
Government,  and  a  fourth  year  to  Greek  and  Roman  history 
"with  their  Oriental  connections."  Sanctioned  by  the 
National  Educational  Association,  this  report  has  had  a 
far-reaching  influence. 

The  effects  of  the  report  of  the  Committee  of  Seven  pre- 
sented to  the  American  Historical  Association  (1898)  are 
well  known.  A  member  of  that  committee  prepared  a  re- 
port on  the  study  of  history  in  the  elementary  schools  which 
has  not  received  the  attention  it  deserves.  Besides  giving 
an  excellent  summary  of  the  conditions  under  which  his- 
tory was  then  taught,  Miss  Lucy  M.  Salmon  outlined  a  six- 
year  course  of  study  which  was  thought  suitable  for  the  ele- 
mentary schools  of  the  country.  In  grades  three  and  four 
the  biographies  of  great  men  were  to  be  presented.  Ele- 
mentary Ancient  History;  Mediaeval  and  Modern  History; 
English  History;  and  American  History  were  recommended 
for  the  succeeding  grades. 

These  two  reports  represent  the  only  attempts,  so  far  as 
we  are  aware,  to  secure  through  the  assistance  of  a  national 
organization  some  uniformity  in  the  programme  for  history  in 


viii  INTRODUCTION 

our  elementary  schools.  In  the  meantime,  however,  indi- 
vidual writers;  many  superintendents  of  schools;  teachers, 
and  associations  of  teachers  have  given  much  attention  to 
the  subject. 

In  ascertaining  what  the  present  conditions  are,  a  circular 
of  inquiry  was  sent  to  about  two  hundred  and  fifty  superin- 
tendents of  schools  'in  different  parts  of  the  country.  The 
schools  were  selected,  upon  the  recommendation  of  com- 
petent authorities,  as  typical  schools.  The  conclusions 
reached  from  the  answers  to  these  letters  are  presented  in 
Appendix  I  to  this  report. 

Teachers  of  history  in  the  elementary  schools  have  been 
consulted  on  the  various  features  of  the  report.  Besides, 
a  number  of  teachers'  associations  in  different  parts  of  the 
country  have  discussed  the  most  important  phases.  By 
thus  offering  an  opportunity  for  free  discussion,  many  teach- 
ers have  given  desirable  information  as  to  the  conditions 
actually  obtaining  and  have  aided  the  committee  by  prac- 
tical suggestions.  Such  a  discussion  constituted  a  part  of 
the  programme  of  the  History  Teachers'  Association  of  the 
Middle  States  and  Maryland  shortly  before  the  appointment 
of  the  committee.  Suggested  portions  of  the  report  have  been 
considered  by  the  History  Teachers'  Association  of  the  North 
Central  States  and  the  Chicago  History  Teachers'  Associa- 
tion. Other  phases  have  been  discussed  in  the  three  Annual 
Conferences  which  have  constituted  a  part  of  the  programme 
of  the  American  Historical  Association.  The  New  England 
History  Teachers'  Association  joined  with  the  American 
Historical  Association  in  the  last  of  these  conferences.  A 
provisional  report  covering  the  course  of  study  for  the  last 
three  grades  was  prepared  for  distribution  to  the  members 
of  the  association.  It  was  made  the  foundation  for  a  paper 


INTRODUCTION  ix 

presented  before  the  meeting  of  the  National  Superinten- 
dents (1907),  and  before  the  History  Teachers'  Associa- 
tion of  the  Middle  States  and  Maryland.  We  have  profited 
through  these  many  discussions  even  though  it  was  not 
deemed  advisable,  and,  in  fact,  would  have  been  impossible, 
to  adopt  all  the  suggestions  which  were  offered. 

Three  members  of  the  committee,  Superintendent  Van 
Sickle,  Dr.  Sachs,  and  Dr.  James,  have,  during  the  period  of 
our  investigation,  spent  some  months  in  England,  Germany, 
and  France.  They  were  granted  the  privilege  of  observing 
the  actual  work  in  the  elementary  schools  of  those  countries, 
and  we  have  thought  it  desirable  to  present  some  forejgn 
programmes  now  in  actual  operation.  See  Appendix  II. 

We  are  persuaded,  therefore,  in  presenting  this  final  report, 
that  it  cannot  be  said  that  we  have  reached  conclusions 
hastily,  nor  that  it  is  the  result  of  the  working  out  of  fine  spun 
theories  on  the  part  of  college  men.  While  it  may  not  rep- 
resent the  best  conceivable  plan,  it  does  present  one  which 
has  been  definitely  and  carefully  considered.  We  believe 
that  it  is  entitled  to  a  full  trial  on  its  merits. 

THE  POINT   OF  VIEW  ADOPTED 

We  do  not  deem  it  necessary  to  set  forth  in  elaborate 
argument  the  desirability  of  providing  for  history  in  every 
grade  of  the  elementary  schools.*  We  again  call  attention 
to  the  replies  tabulated  in  Appendix  I,  where  it  is  shown 
that  almost  two-thirds  of  the  typical  schools  of  the  country 
do  give  a  place  in  the  programme  of  each  year  to  elementary 
history.  To  be  sure,  the  plans  are  almost  as  numerous  as 

*  The  value  of  historical  study  is  well  presented  in  the  report  of  the  Com- 
mittee of  Seven,  pp.  16-26. 


x  INTRODUCTION 

there  are  schools,  but  the  recognition  of  the  need  is  none  the 
less  genuine. 

We  believe  that  a  leading  aim  in  history  teaching  is  to  help 
the  child  to  appreciate  what  his  fellows  are  doing  and  to 
help  him  to  intelligent  voluntary  action  in  agreement  or 
disagreement  with  them.  To  accomplish  these  results,  there 
must  be  continuous  attention,  in  each  of  the  grades,  to  events 
in  the  past  which  the  pupil  can  understand,  and  also  to  con- 
temporary problems  suited  to  his  intelligence.  The  vari- 
ous fields  of  human  activity  must  be  drawn  upon  for  these 
events,  political,  industrial,  social,  educational,  religious, 
and  no  one  of  them  should  exclude  the  others. 

Fundamentally,  our  plan  is  based  on  the  proposition  that 
the  history  teaching  in  the  elementary  schools  should  be 
focused  around  American  History.  But  we  do  not  mean  to 
imply  that  American  History  signifies  an  account  of  events 
alone  which  have  occurred  in  America.  Our  aim  is  to  ex- 
plain the  America  of  to-day,  its  civilization,  its  institutions 
and  its  traditions.  America  cannot  be  understood  without 
taking  into  account  the  history  of  its  peoples  before  they 
crossed  the  Atlantic.  It  may  be  objected  that  this  is  the 
equivalent  to  studying  European  History  which,  by  implica- 
tion, we  have  excluded.  To  a  certain  extent,  this  objection 
is  well  founded,  although  it  is  evident  that  if  those  character- 
istics and  incidents  are  chosen  which  are  indispensable  to 
enable  the  pupil  to  understand  the  peoples  who  followed 
Columbus,  Cabot  and  Cartier  across  the  Atlantic  the  ob- 
jection loses  most  of  its  point.  Too  much  emphasis  has 
been  laid  upon  the  Atlantic  as  a  natural  boundary  not  merely 
of  the  American  continent,  but  also  of  the  history  of  America. 
Teachers  cannot  afford  to  content  themselves  with  the  ordi- 
nary commonplace  about  the  brevity  of  American  History, 


INTRODUCTION  xi 

unless  they  are  careless  of  the  very  object  of  giving  instruc- 
tion in  the  subject. 

In  subdividing  the  subject  matter,  the  committee  recom- 
mends the  following  periodization.  For  the  sixth  grade, 
those  features  of  ancient  and  mediaeval  life  which  explain 
either  important  elements  of  our  civilization  or  which  show 
how  the  movement  for  discovery  and  colonization  originated. 
A  few  great  incidents  or  typical  characters  of  the  ancient 
and  mediaeval  world  have  been  added  because  these  mem- 
ories are  a  part  of  the  universal  heritage  of  mankind. 

It  is  by  no  means  intended  that  groups  of  topics  outlined 
in  grade  six  should  be  taught  as  organized  history.  Such 
a  use  of  the  material  suggested  would  utterly  defeat  the  pur- 
pose in  view.  Pupils  in  this  grade  are  not  prepared  to  study 
scientific  history  in  its  logical  and  orderly  development. 
But  they  are  prepared  to  receive  more  or  less  definite  im- 
pressions that  may  be  conveyed  to  them  by  means  of  pictures, 
descriptions,  and  illustrative  stories,  arranged  in  chronolog- 
ical sequence.  In  receiving  such  impressions,  they  will  not 
understand  the  full  meaning  of  the  great  events  touched  upon, 
but  they  will  catch  something  of  the  spirit  and  purpose  of 
the  Greeks,  the  Romans,  and  other  types  of  racial  life.  In 
outlining  the  work  suitable  for  this  grade,  we  were  governed 
by  the  following  considerations:  First,  the  desire  to  empha- 
size geographical  facts,  not  only  those  which  form  a  part  of 
the  history  of  the  discoveries  of  the  fifteenth  and  sixteenth 
centuries,  but  also  the  simpler  incidents  of  previous  geo- 
graphical discovery.  Second,  the  desire  to  put  the  facts  of 
emigration  to  America  in  connection  with  earlier  movements 
of  peoples.  Third,  the  effort  to  show,  in  a  very  simple  way, 
the  civilizations  which  formed  the  heritage  of  those  who  were 
to  go  to  America,  that  is,  to  explain  what  America  started 


xii  INTRODUCTION 

with.  Lastly,  to  associate  the  three  or  four  peoples  of  Eu- 
rope which  were  to  have  a  share  in  American  colonization 
with  enough  of  their  characteristic  incidents  to  give  the  child 
some  feeling  for  the  name  "England,"  " Spain,"  "Holland," 
and  "France."  It  may  be  added  that  some  effort  must  be 
made  to  show  how  Europeans  became  divided  in  religion 
just  as  this  work  was  beginning. 

We  recommend  that  in  the  seventh  grade  the  settlement 
and  growth  of  the  colonies  be  taken  up  with  enough  of  the 
European  background  to  explain  events  in  America  having 
their  causes  in  England  or  Europe.  The  American  Revolu- 
tion should  also  be  considered  in  this  grade. 

The  subject  matter  for  the  eighth  grade  would  include 
the  inauguration  of  the  new  government,  the  political,  in- 
dustrial and  social  development  of  the  United  States,  west- 
ward expansion  and  the  growth  of  the  great  rival  states  of 
Europe. 

In  neither  the  seventh  nor  the  eighth  grade  is  it  the  pur- 
pose to  give  much  attention  to  affairs  in  Europe  nor  in  South 
America,  but  the  aim  should  be  to  bring  more  into  view  than 
has  been  customary  the  broad  sweep  of  the  revolutionary 
movement,  and  also  to  show,  near  the  close  of  the  course 
in  the  eighth  grade,  enough  of  the  reconstruction  of  modern 
Europe  to  enable  the  pupil  to  gain  some  comprehension  of 
what  England,  France,  Germany,  and  Italy  have  become 
through  the  events  of  the  last  fifty  years.  Without  sub- 
mitting a  detailed  list  of  topics,  it  is  difficult  to  avoid  the 
impression  of  over-emphasizing  the  European  elements. 
They  must,  in  any  brief  statement,  be  stated  emphatically 
simply  because  they  are  so  often  ignored  altogether.  Their 
importance  may  be  shown  from  one  or  two  illustrations 
taken  from  the  period  1763-1825.  All  American  histories 


INTRODUCTION  xiii 

touch  the  question  of  impressment  and  the  rights  of  neutral 
commerce,  but  in  teaching  the  subject  in  the  elementary 
school  the  great  European  struggle  which  brought  these 
questions  to  the  front  and  which  partially  explains,  if  it 
does  not  excuse,  England's  exasperating  conduct,  is  gener- 
ally ignored.  In  explaining  the  pre-revolutionary  contro- 
versy, would  not  the  grievances  of  the  American  colonists 
be  better  understood,  if  the  much  worse  grievances  of  the 
Spanish  colonists  were  touched  upon  at  the  same  time,  and 
if  some  little  account  were  given  of  the  condition  of  the  Euro- 
pean peoples  at  home  ?  A  simple  explanation  of  the  changes 
effected  by  the  French  during  their  Revolution  would  also 
bring  out  the  exact  political  character  of  our  own  struggle 
against  the  English  government.  Some  notions  of  the  re- 
volt of  the  Spanish  colonies  is  a  fitting  sequel  to  the  whole 
subject. 

Fundamental  also,  to  the  interpretation  of  our  programme, 
is  the  proposition  that  if  we  would  maintain  continued  inter- 
est through  the  elementary  course,  we  offer  in  each  of  the 
several  years  one  distinct  portion  or  section  of  our  country's 
history;  that  we  present  this  fully  and  finally  as  far  as  the 
history  teaching  in  the  elementary  school  goes;  that  we  avoid 
the  recurrence  in  successive  years  of  subject  matter  that  has 
once  been  outlined  for  the  elementary  pupils. 

The  interest  of  the  pupils  in  the  higher  grammar  school 
classes  cannot  be  stimulated  by  a  slightly  expanded  treat- 
ment of  a  core  of  subject  matter  that  has  become  thoroughly 
familiar  to  them.  On  a  large  scale,  there  should  prevail, 
it  seems  to  us,  the  method  that  characterizes  the  good  story 
teller.  To  hold  the  attention  of  his  youthful  listeners,  he 
disposes  his  material  so  that  he  reaches  several  distinct 
climaxes  in  the  progress  of  his  narrative.  He  refrains  from 


xiv  INTRODUCTION 

disclosing  prematurely  the  final  issue  of  his  story;  he  elab- 
orates as  much  of  his  tale  as  his  youthful  hearers  can  appre- 
hend at  one  sitting,  rounds  out  his  account  in  picturesque 
detail,  and  makes  them  eager  in  anticipation  of  the  succeed- 
ing episodes  of  the  narrative.  Our  history  teaching  in  the 
past  has  failed  largely  because  it  has  not  been  picturesque; 
it  has  been  an  error  to  strive  for  a  hurried  survey  of  the  whole 
field;  we  have  repeated  and  enlarged  the  picture  in  successive 
years,  but  the  charm  of  surprise  and  novelty  has  been  lost 
and  pupils  have  failed  to  appreciate  the  value  of  further 
elaboration  when  the  initial  interest  has  been  forestalled. 
We  are  convinced  also  that  nothing  would  be  more  helpful 
to  the  teacher  of  a  particular  grade  than  to  know  that  there 
are  certain  subjects  which  belong  to  that  grade  alone  and 
that  the  life  of  the  subject  had  not  been  taken  in  an  earlier 
grade. 

It  may  be  well  to  state  here  once  more  what  has  been  at- 
tempted and  to  contrast  it  with  what  we  have  recognized 
as  an  utterly  futile  effort.  We  have  steadily  avoided  the 
temptation  to  develop  an  ideal  plan  of  history  teaching,  and 
we  would  certainly  not  pronounce  our  scheme  an  improve- 
ment on  the  best  that  has  ever  been  done  in  this  country; 
but  we  know  that  what  is  attainable  in  the  most  favored 
school  systems  in  the  country  cannot  be  made  the  standard 
for  the  elementary  schools  the  country  through.  We  have, 
however,  adopted  a  grouping  of  the  work  so  broad  that  it 
affords  the  fullest  scope  for  he  most  accomplished  elementary 
teacher  of  history,  and  again,  so  flexible  that  the  teacher  of 
lesser  attainments,  of  restricted  information,  can  make  it 
the  basis  of  a  sound  and  logical  presentation  with  the  more 
meagre  opportunities  for  self  culture  which  may  be  at  his 
or  her  disposal.  No  one  of  us  has  for  a  moment  assumed 


INTRODUCTION  xv 

that  there  is  to  be  a  rigid  adherence  to  detail  in  the  minor 
subdivisions  of  each  year's  work.  We  know  that  to  the  super- 
ficial reader  there  seems  to  be  offered  more  material  than 
the  average  public  school  teacher  can  present,  or  the  aver- 
age public  school  pupil  can  retain.  But  let  it  be  borne  in 
mind  that  whilst  the  arrangement  of  subject  matter  should 
be  thoroughly  scholarly,  its  handling  may  be  of  the  simplest; 
the  presentation  of  each  larger  topic  is  to  be  free  of  all  tech- 
nicalities of  language  and  thought. 

It  is  not  in  the  well-equipped  city  school  with  library 
facilities  within  easy  reach  that  the  need  of  such  definite 
grouping  of  the  subject  matter  is  most  keenly  felt.  We 
grant  that  teachers  in  such  schools  will  often  be  capable  of 
offering  more  than  the  topics  suggested.  But  we  want  a 
feasible  working  scheme  for  the  less  favored  teacher,  and  we 
urge  that  a  scheme  like  the  present  one,  unless  it  be  pro- 
nounced absolutely  invalid,  be  given  a  fair  trial. 

There  is,  it  seems  to  us,  one  cardinal  difference  between 
this  and  former  suggestions  of  general  history  courses. 
This  is  not  a  course  so  visionary  in  character  that  we  must 
look  a  generation  ahead  in  order  to  anticipate  its  possible 
realization.  We  have  distinctly  kept  in  view  the  demands 
of  the  hour,  the  capacities  of  teachers  as  they  exist.  It  is 
proposed  to  utilize  these  capacities,  not  that  we  are  com- 
mitted to  accept  their  present  practices,  but  that  we  aim  to 
stimulate  them  along  the  lines  of  which  they  are  capable. 
We  are  convinced  that  the  grouping  of  subject  matter  for 
the  several  grades  will  better  serve  the  purpose  of  all  history 
teaching  in  the  grades,  will  awaken  a  distinct  curiosity  in  the 
relation  of  American  conditions  to  the  rest  of  the  world;  and 
for  that  reason  it  has  seemed  to  us  correct  to  clothe  with 
flesh  the  bare  and  unattractive  skeleton  of  the  whole  of 


xvi  INTRODUCTION 

American  history.  And,  finally,  we  have  kept  in  view  the 
unity  of  the  whole  presentation  which  those  impair  who 
thrust  a  year  of  English  history  into  the  seventh  grade  of 
the  grammar  schools. 

We  would  call  attention  also  to  the  further  fact  that  there 
have  been  embodied  in  the  considerations  of  the  committee 
questions  that  are  hardly  of  less  moment  than  the  central 
issue  of  a  proper  distribution  of  historical  subject  matter. 
Fundamental  is  the  question  of  co-ordination;  what  con- 
tribution to  the  purely  historical  narrative  can  the  study 
of  geographical  environment  offer?  How  may  pupils  be 
brought  into  the  more  complete  realization  of  their  duties  as 
young  citizens  through  the  elementary  lessons  on  govern- 
ment? What  literary  productions,  inspired  by  historical 
events  or  interpretative  of  their  significance,  can  enlarge  the 
pupil's  vista?  What  illuminations  do  the  creations  of  great 
artists  bring  to  these  same  pupils?  And,  above  all,  what 
range  of  mental  experience  will  give  us  the  sympathetic, 
well-informed  teacher  of  the  subject  ? 

Varied  as  are  these  aspects,  it  is  all-important  that  a 
unifying  principle  should  dominate  their  consideration;  the 
attitude  on  the  general  scope  of  the  work  should  not  be  an- 
tagonized in  the  prosecution  of  these  detailed  interests;  it  is 
from  the  concentration  of  thought  on  these  several  points 
that  we  anticipate  the  real  success  of  the  whole  project. 

The  report  of  the  committee  is  not  an  official  syllabus  for 
class  use,  but  it  may  be  safely  expected  that  if  on  its  vital 
features  agreement  can  be  reached  there  will  come  into 
being  more  than  one  series  of  history  texts,  some  simple, 
some  more  detailed,  that  will  carry  into  practice  the  points 
of  view  it  embodies.  With  no  central  organization,  no 
Daternal  educational  administration,  such  as  exists  in  Euro- 


INTRODUCTION  xvii 

pean  nations,  to  unify  our  work,  we  are  dependent,  if  we 
would  gradually  emerge  from  the  hopeless  diversity  that 
characterizes  our  history  teaching,  upon  concerted  efforts 
like  the  present  one. 


CONTENTS 

PAGE 

FIRST  GRADE i 

SECOND  GRADE 5 

THIRD  GRADE 9 

FOURTH  GRADE 12 

FIFTH  GRADE 17 

SIXTH  GRADE 22 

SEVENTH  GRADE 48 

EIGHTH  GRADE 70 

THE  PREPARATION  OF  THE  TEACHER 91 

METHOD 93 

CONSTITUTIONAL  OUTLINE  STUDY  FOR  THE  EIGHTH  GRADE  107 

OUTLINE   FOR  TEACHING  THE  BIRTH  OF  THE   GERMAN 

NATION no 

ILLUSTRATIVE  MATERIAL 114 

ELEMENTARY  Civics 116 

PRESENT    CONDITION    OF    HISTORY   TEACHING    IN   THE 

ELEMENTARY  SCHOOLS 123 


xx  CONTENTS 

PAGE 

ELEMENTARY  HISTORY  IN  THE  GERMAN  SCHOOLS    .    .    .  127 

ELEMENTARY  HISTORY  IN  THE  FRENCH  SCHOOLS     .    .    .  128 

ELEMENTARY  HISTORY  IN  THE  ENGLISH  SCHOOLS    .    .    .  130 

BIBLIOGRAPHY 131 

INDEX 139 


THE  STUDY  OF  HISTORY 

IN  THE 

ELEMENTARY  SCHOOLS 


THE  STUDY  OF  HISTORY  IN  THE 
ELEMENTARY  SCHOOLS. 

FIRST  GRADE. 

INTRODUCTION. 

The  object  of  a  course  in  history  for  the  first  two  grades 
is  to  give  the  child  an  impression  of  primitive  life  and  an 
appreciation  of  the  public  holidays.  Indian  life  affords  the 
best  example  of  primitive  customs.  There  is  an  abundance 
of  material  available,  and  it  should  be  so  ordered  that  the 
child's  interest  may  be  maintained.  There  are  two  holidays 
that  all  classes  of  people  in  America  should  celebrate — 
Thanksgiving  Day  and  Washington's  Birthday.  In  addition 
to  these,  each  state  or  locality  has  its  public  days,  and  the 
first  and  second  grade  children  should  be  taught  to  enter  into 
the  spirit  of  the  occasion  and  grow  to  respect  the  historical 
background  that  has  made  these  public  days  possible.  So 
much  is  expected  of  every  school.  The  outline  is  divided 
into  groups,  each  group  covering  a  period  of  indefinite  length. 

GROUP  A. — INDIAN  LIFE. 

( This  group  should  be  presented  by  the  teacher  dur- 
ing the  first  months  of  school — that  is,  during  the 
months  of  September  and  October.  This  covers  the 
period  of  Indian  summer.} 


2  THE   STUDY  OF  HISTORY 

1.  Historical  background. 

(a)  Description  of  Indian  home. 

(b)  Description  of  Indian  babyhood. 

(c)  Description  of  Indian  boyhood. 

2.  Stories. 

(a)  Childhood  of  Hiawatha. 

(b)  Legends  of  Red  Children. 

3.  Pictures. 

(a)  Indian  warrior. 

(b)  Indian  mother,  baby. 

(c)  Wigwam. 

4.  Construction. 

(a)  Wigwam,  doll  dressed  to  represent  Indian. 

(b)  Indian  home  scene  constructed  upon  the  sand 

table. 

(c)  Animals  mentioned,  through  moulding  or  pa- 

per cutting. 

TEACHERS'  LIST: — Starr:  American  Indians. 

Drake:  The  Making  of  New  England. 
Longfellow:  Hiawatha. 

(The  books  referred  to  under  "children's  list"  are 
.  too  difficult  for  ist,   2d  and  $d  grade   reading. 
They  are  given  as  foundations  for  story  telling.) 

CHILDREN'S  LIST: — Pratt:  Legends  of  Red  Children. 
Husted :  Story  of  Indian  Children. 

-  Story  of  Indian  Chieftains. 
Burton:  The  Story  of  the  Indians  of 
New  England. 

GROUP  B. — IN  CONNECTION  WITH  THANKSGIVING  DAY. 

(This  group  should  be  begun  in  the  month  of 
November.  Stories  of  the  "  Mayflower  "  and  of 
Plymouth  Rock  could  lead  up  to  the  first  Thanks- 
giving Day.  The  subjects  contained  in  this  group, 
however,  could  extend  over  the  months  of  Decem- 


IN  THE   ELEMENTARY   SCHOOLS  3 

ber  and  January.  Indian  life  appears  in  its  rela- 
tion to  the  first  settlers.  The  severe  winter  experi- 
enced by  the  Pilgrim  Fathers  affords  background 
for  stories  during  the  winter  months.) 

1.  Historical  background. 

(a)  Landing  of  the  Pilgrims. 

(b)  Thanksgiving  Day. 

2.  Stories  of 

(a)  The  Mayflower. 

(b)  Plymouth  Rock. 

(c)  The  first  Thanksgiving  Day. 

(d)  Miles  Standish. 

(e)  Samoset  and  Squanto. 
(/)  The  first  winter. 

3.  Pictures. 

(a)  Pilgrim  Settlers. 

(b)  Landing  of  the  Pilgrims. 

(c)  Thanksgiving  scene. 

4.  Construction;   Paper  cutting;  clay  modelling  of  ani- 

mals, fruits  incident  to  Thankgsiving. 

TEACHERS'  LIST: — Earle:    Customs  and  Fashions  of  Old 

New  England. 

Fiske:  Beginnings  of  New  England. 
Bradford:  Journal. 

Lodge:    A  Short  History  of  the  Ameri- 
can Colonies. 

CHILDREN'S  LIST: — Tiffany:  Pilgrims  and  Puritans. 
Pratt:  Colonial  Children. 
Hart:  Colonial  Children. 
Lane  and  Hill:    American  History  in 

Literature. 

Drake:  The  Making  of  New  England 
Poulsson:  The  Children's  World. 
Bailey  and  Lewis:  For  the  Children's 

Hour, 


4  THE   STUDY   OF  HISTORY 

GROUP  C. — IN  CONNECTION  WITH  THE  CELEBRATION  OF 
WASHINGTON'S  BIRTHDAY. 

1.  History — Celebration  of  Washington's  Birthday. 

2.  Stories  of 

(a)  Washington's  boyhood. 

(fy  His  home,  parents,  brothers  and  sisters. 

(c)  His  playmates,  dogs  and  horses. 

(d)  Flower  bed. 

(e)  His  mother's  love  for  him;  his  love  for  her. 

3.  Pictures. 

(a)  Washington. 

(b)  Dress,  costume  of  Colonial  times. 

4.  Construction;  Paper  cutting. 

(a)  Continental  soldier's  hat. 
(6)  Gun. 

(c)  Tent. 

TEACHERS'  LIST: — Scudder:  Life  of  Washington. 
Lodge:  Life  of  Washington. 
Hapgood:  Life  of  Washington. 

CHILDREN'S  LIST: — Pratt:   American  Stories  for  American 

Children. 

Poulsson:  In  the  Child's  World. 
Eggleston :     A  First  Book  in  American 

History. 
Hart:    Camps    and    Firesides    of    the 

Revolution. 

GROUP  D. — IN  CONNECTION  WITH  LOCAL  EVENTS. 

(Each  slate  has  one  or  more  events  commemorating 
some  local,  state,  or  even  national  history.  The 
children  should  derive  impressions  of  their  im- 
portance. Different  states  have  different  days. 
It  is  the  purpose  of  this  group  to  emphasize  the 
importance  of  bringing  these  events  into  the  school 
life  of  the  children?) 


IN  THE  ELEMENTARY   SCHOOLS  5 

1.  Historical  background. 

Celebration  of  important  state,  city  or  town  events. 

2.  Stories  of 

Incidents  and  characters  pertaining  to  such  events. 

3.  Pictures  of 

Characters  or  events  illustrative  of  this  group. 

4.  The  flag. 

TEACHERS'  LIST: — Local    history  of    the  place,  county, 
state, 


SECOND  GRADE. 

GROUP  A. — IN  CONNECTION  WITH  INDIAN  LIFE. 

1.  Historical  background — Indian  characteristics. 

2.  Stories — selections  from  Hiawatha. 

(a)  Story  of  Indian  method  of  teaching. 

(b)  Story  of  Indian  method  of  discipline. 

(c)  An  Indian  hunting  scene. 

(d)  Indian  customs  upon  return  of  victor. 

(e)  Part  played  by  Indian  women. 

3.  Pictures. 

(a)  Indian  warrior. 

(b)  Manners  and  customs  of  Indians. 

4.  Construction. 

(d)  Canoe,  bow  and  arrow,  tomahawk. 
(b)  Wigwam  made  of  poles  and  fur  rugs,  contain- 
ing Indian  relics. 

TEACHERS'  LIST: — See  Grade  I. 

Also  Cooper's  Leather  Stocking  Tales. 
Manly:  Southern  Literature,  "Harvest 
Home  of  the  Indians." 

CHILDREN'S  LIST: — See  Grade  I. 

Tanner:  Legends  of  the  Red  Men. 
Scribner:   Indian  Stories  Retold  from 
St.  Nicholas. 

GROUP  B. — IN  CONNECTION  WITH  THANKSGIVING  DAY. 

i.  Historical    background. — Celebration    of    Thanks- 
giving Day. 


THE   STUDY  OF  HISTORY  7 

2.  Stories  from  the  first  school  readers. 

(a)  Life  in  England  at  the  time  of   the   Pilgrim 

emigration. 
(6)  Voyage  of  Mayflower. 

(c)  Conditions  of  life  in  new  country. 

(d)  Friendly  attitude  of  Indians. 

(e)  Planting  corn. 

(/)  Thanksgiving  feast. 

3.  Pictures,  dress,  manners  and  customs  of  Pilgrims. 

4.  Construction,  paper  cutting,  clay  modelling  of  ani- 

mals, and  fruits  incident  to  Thanksgiving. 

GROUP  C. — IN  CONNECTION  WITH  WASHINGTON'S  BIRTHDAY. 

1.  Historical  background — celebration  of  Washington's 

Birthday. 

2.  Story  of  little  George  Washington — Story  hour. 

(d)  His  home;  plantation  life. 

(6)  Modes  of  travel;  horseback;  boats. 

(c)  His  friend,  Richard  Henry  Lee. 

(d)  Story  of  the  colt. 

(e)  His  school  life. 

3.  Pictures. — Washington,  Mt.  Vernon. 

4.  America  (to  be  memorized). 

5.  Story  of  the  flag. 

TEACHERS'  LIST: — See  Grade  I. 

Also,  Bancroft:  History  of  the  United 
States. 

CHILDREN'S  LIST: — See  Grade  I. 

Half   a   Hundred   Stories:    told   by 

nearly  Half  a  Hundred  Persons. 
Austin:  Collection    of   Kindergarten 
Stories. 


8  THE   STUDY  OF  HISTORY 

GROUP  D. — IN  CONNECTION  WITH  LOCAL  EVENTS. 
(See  Grade  I,  Group  D.) 

Local  History  of  the  place. 
GROUP  E. — MEMORIAL  DAY. 

1.  Historical  background — Observing  Memorial  Day. 

2.  Stories — Selected  stories  of  Civil  War  heroes. 

3.  Pictures  of  Civil  War  heroes. 

4.  The  flag. 

TEACHERS'  LIST:— Rhodes:  History  of  the  United  States. 
Ropes :  Story  of  the  Civil  War. 
Hart:  Source  Book  of  American  History. 
Manly:  Southern  Literature. 

CHILDREN'S  LIST:— Scribner:    Civil  War  Stories  Retold 

from  St.  Nicholas. 
Hart:  Romance  of  the  Civil  War. 
Page:  Two  Little  Confederates. 
Among  the  Camps. 


THIRD  GRADE. 

PICTURES   OF  HISTORICAL  SCENES  AND   PER- 
SONS IN  DIFFERENT  AGES. 

INTRODUCTION. 

In  the  first  and  second  grades  the  centre  of  interest  is 
in  primitive  life  and  public  holidays.  An  historical  back- 
ground is  given  that  supplies  the  teacher  with  an  abundance 
of  material  for  making  these  vital  points  permanent  in  the 
child's  life.  In  the  third  grade  the  child  is  able  to  read 
understandingly.  The  outline  is  here  changed  in  order  to 
supply  the  child  of  this  age  with  stories  that  will  tend  to 
develop  an  historical  sense,  and  the  teacher  with  subject- 
matter  to  supplement  reading.  The  heroism  of  the  world 
is  drawn  upon.  Public  holidays  should,  however,  receive 
the  greatest  consideration  from  the  teacher.  The  entire 
outline  of  the  second  grade  should  be  reproduced,  not  only 
in  the  third  grade,  but  in  every  subsequent  grade;  for  the 
spirit  that  prompts  the  city,  the  state  or  the  nation  to  set 
aside  a  day  of  remembrance  should  find  expression  in  each 
grade. 

GROUP  A. — HEROES  OF  OTHER  TIMES. 

(The  characters  designated  in  this  group  are 
selected  as  much  for  their  interest  as  for  their 
historical  merit.  In  treating  them  the  teacher 
should  always  distinguish  between  the  legendary 
and  the  historic.) 
9 


io  THE   STUDY   OF  HISTORY 

1.  Joseph,  Moses,  David.    [Tappan:  Bible  Stories.] 
Ulysses.     [Clarke:  Story  of  Ulysses.] 
Alexander.    [Guerber:  Story  of  the  Greeks.] 
Cincinnatus,  Horatius.    [Guerber:  The  Story  of  the 

Romans.] 

2.  William  Tell,  Roland. 

•  3.  Canute,  Alfred,  Robert  Bruce,  Joan  of  Arc;  Harroun : 
[Haaren  and  Poland:  Famous  Men  of  the  Middle 
Ages. 

TEACHERS'  LIST: — Bulfmch:  Age  of  Chivalry. 

Arnold:  Stories  of  Ancient  People. 
Plutarch:  Lives. 

Church:  Stories  from  English  History. 
Baldwin:  Old  Greek  Stories. 
Story  of  Roland. 

CHILDREN'S  LIST: — Haaren  and  Poland:  Famous  Men  of 
Greece. 

Famous  Men  of  Rome. 

Famous  Men  of  the  Middle  Ages. 

GROUP  B. — COLUMBUS. 

1.  Boyhood  and  early  training. 

2.  Marco  Polo's  influence,  stories  of  his  travels. 

3.  Knowledge  of  the  geography  of  the  world. 

4.  Struggle  to  gain  aid. 

5.  (a)  Voyage. 

(6)  Pictures  of  Columbus;  his  three  ships. 

GROUP  C. — THE  INDIANS. 

1.  The  warrior,  hunting  and  fishing. 

2.  The  home,  occupation  of  women. 

3.  Animal  life  that  surrounded  the  home, 


IN  THE   ELEMENTARY   SCHOOLS  n 

TEACHERS'  LIST: — Irving:  Life  of  Columbus. 

Fiske:  Discovery  of  America. 
Hart:  Source  Book  of  American  His- 
tory. 
Manly:  Southern  Literature. 

CHILDREN'S  LIST  : — Pratt :  American  History  for  American 
Children. 

Hart:  Colonial  Children. 

Eggleston:  First  Book  of  American 
History. 

Johonnot:  Ten  Great  Events  in  His- 
tory. 

Lane  and  Hill:  American  History  in 
Literature. 

GROUP  D. — IN  CONNECTION  WITH  INDEPENDENCE. 

(Although  Fourth  of  July  comes  when  few  schools 
are  in  session,  children  should  derive  some  im- 
pression of  its  importance.) 

1.  Historical  background — July  4th. 

2.  Stories  of  the  flag. 

(a)  The  first  flag  and  Betsy  Ross. 

(b)  Number  and  color  of  stripes. 

(c)  Color  of  field. 

(d)  Number  of  stripes. 

(e)  Meaning  of  colors. 

3.  Star-Spangled  Banner  (to  be  memorized). 

TEACHERS'  LIST: — Fiske:  The  American  Revolution. 
Hill:  Liberty  Documents. 
Lodge:  The  American  Revolution. 

CHILDREN'S  LIST: — Hart:  Camps  and  Firesides  of  the 
Revolution. 

Pratt:  American  History  for  American 
Children. 

Tiffany:  From  Colony  to  Common- 
wealth. 


FOURTH  GRADE. 


GROUP  A.— AMERICAN  EXPLORERS. 

1.  (a)  Columbus  discovers  America. 

(b)  Columbus  Day  should  be  celebrated  October  i2th. 

2.  Later  stories  of  Columbus  period. 

3.  Ponce  de  Leon,  Cortez,  De  Soto,  Magellan. 

4.  Cabot,  Drake  and  Raleigh. 

5.  Champlain,  Hudson. 

TEACHERS'  LIST: — Fiske:  Discovery  of  America,  Vol.  I, 

chaps.  3-5. 

Prescott:  Conquest  of  Mexico. 
Hart:  Contemporaries,  Vol.  I,  Nos.  19, 

21,  22. 

Irving:  Life  of  Columbus. 
Parkman :  Struggle  for  a  Continent,  pp. 

83-120. 

CHILDREN'S  LIST: — Tappan:  American  Hero  Stories,  pp. 

1-14. 

Gordy:  American  Explorers,  pp.  1-23. 
Southworth:  Builders  of  our  Country, 

pp.  24-37- 
Pratt :  Explorations  and  Discovery,  pp. 

GROUP  B. — VIRGINIA  LIFE. 

1.  John  Smith,  Pocahontas. 

2.  Industries,  manners,  customs  of  first  settlers. 

12 


THE  STUDY  OF  HISTORY  13 

3.  Relations  with  the  Indians. 

4.  Black  Beard  the  Pirate. 

TEACHERS'  LIST: — Fiske:  Old  Virginia  and  Her  Neighbors, 

Vol.  I,  pp.  102-112. 
Lodge:  Short  History  of  the  English 
Colonists  in  America,  chap.  II. 

CHILDREN'S  LIST:— Pratt:  The  Early  Colonies,  pp.  33-66. 
Southworth :  Builders  of  Our  Country, 

pp.  73-89. 

Gordy:  American  Leaders,  pp.  42-55. 
Tappan:  American  Hero  Stories,  pp. 

38-49- 
GROUP  C. — NEW  ENGLAND  LIFE. 

1.  Miles  Standish,  type  of  Pilgrim. 

2.  John  Winthrop,  type  of  Puritan. 

3.  John  Eliot,  type  of  Missionary. 

4.  King  Philip,  type  of  Indian. 

5.  Industries,  manners  and  customs  of  the  New  Eng- 

land settlers. 

TEACHERS'  LIST:— Fiske:  Beginnings  of  New  England, 
chap.  II. 

Lodge :  Short  History  of  American  Col- 
onists. 

Bradford:  Journal. 

Stimson:  King  Noanett  (Fiction). 

CHILDREN'S  LIST: — Southworth:  Builders  of  Our  Country, 

pp.  89-110. 
Tappan:    American  Hero  Stories,  pp. 

59-72;  84-96. 
Gordy:  American  Leaders,  pp.  64-81. 

GROUP  D. — DUTCH,  QUAKER  AND  OTHER  SETTLERS. 

1.  Peter  Stuyvesant. 

2.  Manners,  customs,  industries  of  New  Netherlands. 


14  THE   STUDY   OF  HISTORY 

3.  William  Penn. 

4.  Manners,  customs  and  industries  of  the  Quakers. 

5.  James  Oglethorpe. 

6.  Manners,  customs  and  industries  of  Southern  plant- 

ers. 

TEACHERS'  LIST: — Eggleston:  Our  First  Century,  chapters 
X-XIV. 

Life  in  the  Eighteenth  Century, 

chap.  III. 

Fiske:  Dutch  and  Quaker  Colonies  in 
America,  Vol.  I,  chap.  II. 

Irving :  Knickerbocker's  History  of  New 
York. 

Sketch  Book. 

Barr:  Bow  of  Orange  Ribbon. 
Hart:  Contemporaries. 
Earle:  Colonial  Customs. 

CHILDREN'S  LIST: — Gordy :  American  Leaders,  pp.  92-103. 

American  Explorers,  chap.  IX. 

Pratt:  The  Early  Colonizers,  Vol.  Ill, 
pp.  104,  158,  167. 

Tappan :  American  Heroes,  pp.  73-84, 
108-117. 

Guerber:  Story  of  the  Thirteen  Colo- 
nies, pp.  88-106. 

Southworth:  Builders  of  Our  Country, 
Vol.  I,  pp.  130-14.2,  187-197. 

Hart:  Colonial  Children,  pp.  140-143. 

GROUP  E. — LOCAL  PIONEERS. 

1.  Local  or  state  pioneers. 

2.  Relations  with  Indians. 

3.  Striking  characteristics. 


IN  THE  ELEMENTARY  SCHOOLS  15 

GROUP  F. — NEW  FRANCE. 

1.  La  Salle. 

2.  Life  of  the  trapper,  the  Jesuit  missionary,  and  the  sol- 

dier of  New  France. 

TEACHERS'  LIST: — Parkman:  A  Struggle  for  a  Continent, 

pp.  180-186,  195-223. 
Fiske:  New  France  and  New  England, 

chap.  VII-X. 
Eggleston:  Our  First   Century,   chap. 

XV. 

CHILDREN'S  LIST: — Pratt:  The  Early  Colonies,  pp.  29-51. 
Bass:  Stories  of  Pioneer  Life,  pp.  13- 

33,  46-54- 

Gerdy :  American  Leaders :  pp.  103-1 14. 
Blaisdell:  Story  of  American  History, 

pp.  106-139. 
Eggleston:  Stories  of  American  Life 

and  Adventure,  pp.  9-31. 
Hart:  Colonial  Children,  part  4. 
Thwaites:  Marquette. 

GROUP  G.— GEORGE  WASHINGTON. 

1.  Boyhood,  plantation  life  in  Virginia. 

2.  Washington  as  surveyor. 

3.  His  famous  journey  to  the  Ohio  river. 

4.  With  Braddock. 

GROUP  H. — BENJAMIN  FRANKLIN. 

1.  Boyhood,  his  trip  to  Philadelphia. 

2.  As  an  inventor. 

3.  Aid   to   the   Colonies.     (With   special   reference  to 

French  and  Indian  War.) 

4.  "Poor  Richard." 


16  THE   STUDY  OF  HISTORY 

TEACHERS'  LIST: — Morse:  Benjamin  Franklin. 
Lodge:  George  Washington. 
Fiske :  The  American  Revolution,  Vol.  I. 
Franklin :  Autobiography. 

CHILDREN'S  LIST: — Blaisdell:  Story  of  American  History, 
pp.  222-250,  296-311. 

Pratt:  Foundations  of  the  Republic, 
pp.  84-143. 

Gordy:  American  Leaders,  pp.  175- 
189. 

Tappan:  American  Heroes,  pp.  117, 

173. 
Southworth:  Builders  of  Our  Country, 

Vol.  I,  pp.  208-226,  Vol.  II,  chap. 
III. 
Scudder:  George  Washington. 


FIFTH  GRADE. 

HISTORICAL  SCENES  AND  PERSONAGES   IN 
AMERICAN  HISTORY. 

(Constant  correlation  of  geography  through  maps 
of  country  and  route  maps.  Also  much  correla- 
tion of  literature  and  picture  study.} 

GROUP  A. — NARRATIVE  MAINLY  BIOGRAPHICAL.    BEFORE 
THE  REVOLUTION. 

1.  Patrick  Henry. 

2.  Samuel  Adams. 

3.  Benjamin  Franklin. 

(Review  briefly  the  life  of  Benjamin  Franklin 
presented  in  the  fourth  grade;  and  emphasize  es- 
pecially here  his  attempts  at  compromise  and  his 
great  services  during  the  Revolution.) 

TEACHERS'  LIST: — Semple:    American    History    and    its 

Geographical  Conditions. 
Statesman    Series.     Lives    of    Patrick 
Henry,    Samuel    Adams,    and    Ben- 
jamin Franklin. 

CHILDREN'S  LIST: — Tappan:  American  Hero  Stories. 

Gordy:   American  Leaders,    pp.  146- 

163;  175-187. 

Eggleston :  Life  in  the  Eighteenth  Cen- 
tury, p.  145. 

Pratt :  The  Foundations  of  the  Repub- 
lic, p.  205. 
17 


i8  THE   STUDY   OF  HISTORY 

GROUP  B. — THE  REVOLUTION. 

1.  George  Washington. 

2.  Declaration  of  Independence. 

3.  Stories  of  the  army. 

4.  Benjamin  Franklin.     (With  special  reference  to  the 

Revolution.) 

TEACHERS'  LIST: — Hapgood:  Washington. 
Lodge:  Washington. 
The  American  Revolution. 

CHILDREN'S  LIST: — Gordy:   Colonial   Days,  pp.  202-213. 

American  Leaders,  pp.  189-209. 

Southworth:  Builders  of  Our  Country, 

Vol.  II,  chapters  III-IV. 
Blaisdell:  Story  of  American  History, 
.     chap.  XV. 

GROUP  C.— OTHER  REVOLUTIONARY  HEROES. 

1.  Nathan  Hale. 

2.  Nathaniel  Greene. 

3.  Morgan. 

4.  Marion. 

5.  Paul  Jones. 

6.  LaFayette. 

(Accounts  of  Trenton,  Saratoga,  Guilford  Court 
House  and  York  town.) 

GROUP  D. — THE  GREAT  WEST. 

1.  Daniel  Boone;  story  of  his  life. 

2.  Boonesboro,   manners   and   customs  in  early   Ken- 

tucky. 

3.  Story  of  life  on  the  Mississippi. 

4.  John  Sevier,  story  of  early  life  in  Tennessee. 


IN  THE  ELEMENTARY  SCHOOLS  19 

TEACHERS'  LIST: — Lodge:  American  Revolution. 
Fisher:  The  True  Revolution. 

CHILDREN'S  LIST  : — Brown :  Nathan  Hale,  the  Martyr  Spy. 
Gordy :  American  Leaders,  pp.  211-274. 
Blaisdell:  Story  of  American  History, 

pp.  250-270-286-296. 
Southworth:  Builders  of  Our  Country, 

Vol.  II,  pp.  84-97,  116-123. 
Tappan:  American  Heroes,  pp.  200- 

207. 

Bass :  Stories  of  Pioneer  Life,  pp.  33-46. 
Thwaites:  Life  of  Daniel  Boone. 

GROUP  E. — THE  NORTH-WEST. 

1.  George  Rogers  Clark;  winning  the  North-west. 

2.  Life  in  Kaskaskia,  Vincennes. 

Tappan:  American  Heroes,  pp.  185- 

I93-. 

Pratt:  The  Foundations  of  the  Repub- 
lic, Vol.  V,  pp.  143-150. 

Churchill:  The  Crossing. 

Maurice  Thompson :  Alice  of  Old  Vin- 
cennes. 

GROUP  F. — THE  NEW  REPUBLIC. 

1.  Washington;  his  inauguration. 

2.  Locating  the  Capital. 

3.  Eli  Whitney,  life  on  a  cotton  plantation. 

Southworth:  Builders  of  Our  Country, 
Vol.  II,  pp.  123-127. 

GROUP  G.— INCREASING  THE  SIZE  OF  THE  NEW  REPUBLIC. 

i.  Thomas  Jefferson,  his  inventions,  how  he  secured 
rice  for  Southern  plantations. 

Southworth:  Vol.  II,  pp.  108-116. 
Gordy:  American  Leaders,  pp.   234- 
246. 


20  THE   STUDY  OF  HISTORY 

2.  Jefferson  as   president:   purchase  of  Louisiana,  de- 

scription of  New  Orleans,  a  walled  town. 

Hitchcock:  Purchase  of  Louisiana. 

3.  Lewis  and  Clark,  story  of  expedition  and  discoveries. 

(Compare  size  of  territory  before  and  after  pur- 
chase.) 

Lighten:  Lewis  and  Clark. 

4.  Andrew   Jackson,  Indian  fighter.     Florida.     (Com- 

pare size  of  territory  before  and  after  purchase  of 
Florida.) 

Gordy:  American  Leaders,  pp.  253- 

262. 

Southworth:  Builders  of  Our  Country, 
Vol.  II,  p.  149. 

GROUP  H.— INTERNAL  IMPROVEMENTS. 

1.  The  first  steamboat — life  of  Fulton. 

Gordy:  American  Leaders,  pp.  217- 

253- 

Southworth :  Builders  of  Our  Country, 
Vol.  II,  pp.  127-135. 

2.  The  first  railroad — story  of  first  train. 

3.  The  Erie  canal,  its  importance,  natural  roads. 

4.  The  telegraph — life  of  Morse. 

Gordy:  American  Leaders,  pp.   273- 

283. 
Southworth :  Builders  of  Our  Country, 

pp.  180-186. 

GROUP  I.— THE  REPUBLIC  GROWS  LARGER. 

1.  Sam  Houston. 

2.  David  Crockett,  story  of  the  Alamo. 

Tappan:  American  Heroes,  pp.  237- 
246. 


IN  THE   ELEMENTARY  SCHOOLS  21 

3.  Fremont,  Kit  Carson.     (Compare  size  of  territory 

before  and  after  acquisition  of  Mexican  territory.) 
Fairbanks :  The  Western  United  States, 
pp.  1 06,  215-290. 

4.  Spanish  missions  in  the  South- West. 

Blaisdell:  Story  of  American  History, 
chap.  XXII. 

5.  Discovery  of  gold  in  California. 
GROUP  J.— THREE  GREAT  STATESMEN. 

1.  Webster,  Clay,  Calhoun. 

2.  Early  life  and  work. 

Sparks:   Men  Who   Have  Made  the 

Nation. 
Southworth:  Builders  of  Our  Country, 

Vol.  II,  pp.  158-176. 
Gordy:  American  Leaders,  pp.  264- 

271. 
GROUP  K.— THE  CIVIL  WAR. 

1.  Abraham  Lincoln. 

Southworth:  Builders  of  Our  Country, 

Vol.  II,  pp.  186-217. 
Gordy:  American  Leaders,  pp.  282- 

300. 

2.  Robert  E.  Lee. 

Southworth:  Builders  of  Our  Country, 
Vol.  II,  pp.  229-238. 

3.  Anecdotes  of  other  Northern  and  Southern  generals. 
GROUP  L. — GREAT  INDUSTRIES. 

1.  Cotton:  the  cotton  field,  the  factory. 

2.  Wheat:  the  wheat  field,  grain  elevators. 

3.  Cattle1,  cattle  grazing,  stockyards. 

4.  Coal  and  iron,  the  mines,  the  furnaces,  the  products. 

Fairbanks :  The  Western  United  States, 
pp.  215-290. 


SIXTH  GRADE. 

INTRODUCTORY  NOTE. 

The  reasons  which  have  led  to  the  adoption  of  the  follow- 
ing general  plan  of  work  for  the  sixth,  seventh,  and  eighth 
grades  have  already  been  explained.  It  remains  here  to 
offer  one  or  two  cautions  in  regard  to  the  use  of  the  topics. 
Some  of  the  topics  may  occupy  a  class  five  minutes,  others 
the  time  of  a  whole  exercise,  others,  possibly,  longer,  ac- 
cording to  the  judgment  of  the  teacher.  Numbers  indicat- 
ing, in  the  judgment  of  the  committee,  their  relative  value  are 
appended  either  to  the  single  topics  or  to  groups  of  topics. 
Remarks  are  frequently  appended,  showing  the  line  of  thought 
which  the  topics  are  intended  to  develop.  This  line  of 
thought  gives  unity  to  the  whole  work,  and  the  teacher  should 
keep  it  constantly  in  view  in  directing  the  work  of  individual 
exercises.  If  the  unity  of  the  general  theme,  particularly  in 
the  sixth  grade,  can  be  realized  by  some  other  treatment  in 
individual  instances,  by  omissions  or  by  more  detailed  work, 
this  will  not  interfere  with  the  aim  of  the  plan.  The  capacity 
of  sixth  grade  pupils  differs  greatly  from  school  to  school. 
No  plan  can  be  regarded  as  adaptable  to  all  conditions.  It 
is  for  the  director  of  the  work  to  modify  the  details  where 
the  special  conditions  call  for  this.  Above  all,  it  must  be 
remembered  that  the  fundamental  aim  is  not  to  store  the 
child's  mind  with  many  detailed  facts  of  general  history,  but 
to  make  certain  impressions  which  shall  exercise  a  guiding 
influence  over  the  child's  intellectual  growth,  to  furnish  him 


THE  STUDY  OF  HISTORY  23 

with  a  framework  into  which  his  later  reading  or  study  shall 
place  what  he  acquires.  An  interest  in  historical  tales  or 
situations,  and  a  taste  for  simple  historical  narrative,  should 
be  an  important  incidental  result. 

In  the  list  of  topics  submitted  for  the  sixth  grade  those 
features  of  ancient  and  mediaeval  life  have  been  illustrated 
which  explain  either  important  elements  of  our  civilization 
or  which  show  how  the  movement  for  discovery  and  coloniza- 
tion originated.  A  few  great  incidents  or  typical  characters 
of  the  ancient  and  mediaeval  world  have  been  added  because 
these  memories  are  a  part  of  the  universal  heritage  of  man- 
kind. In  mediaeval  history  special  emphasis  is  laid  upon 
England.  It  is  not  at  all  the  intention  to  teach  Greek,  Ro- 
man, or  mediaeval  history,  though  the  topics  are  selected 
from  these  fields.  It  is  natural  that  the  topics  seem  to  call 
for  more  time  than  that  assigned  for  their  treatment,  because 
the  reader  recalls  the  richness  of  the  material  which  lies  all 
about  him  and  feels  irresistibly  that  somehow  all  these  things 
must  be  included. 

INTRODUCTORY  EXERCISES. 

The  purpose  of  these  introductory  topics  is  to  utilize 
the  child's  experience  and  knowledge  in  such  a  way  as  to 
impress  upon  his  mind  the  elementary  fact  that  Americans 
came  originally  from  Europe,  and  brought  with  them  all 
that  Europeans  up  to  that  time  had  learned;  in  other  words, 
that  the  beginnings  of  American  ways  of  living  are  to  be 
sought  far  back  in  the  story  of  the  world.  The  pupil  in  the 
sixth  grade  cannot  be  expected  to  appreciate  the  significance 
of  this  fact,  but  the  impressions  which  he  receives  will  turn 
his  awakening  curiosity  in  the  right  direction.  It  is  not 


24  THE  STUDY   OF  HISTORY 

essential  that  all  teachers  use  exactly  the  minor  topics  sug- 
gested, if  they  can  accomplish  the  purpose  better  by  means 
of  other  topics.  The  time  of  not  more  than  four  or  five 
exercises  should  be  given  to  this  work.  In  talking  about 
inventions,  for  example,  it  is  not  intended  that  the  history 
of  any  invention  be  told  in  detail,  but  that  just  enough  be  said 
to  impress  upon  the  pupil  the  fact  of  its  recency  or  antiquity. 
The  work  may  close  with  an  effort  to  show  by  means  of  a 
map  where  the  civilized  world  was  in  the  days  when  the 
older  inventions  were  originated. 

After  this  preliminary  work  the  child  should  be  ready 
to  learn  something  of  each  of  the  peoples  which  have  con- 
tributed a  part  to  the  stock  of  knowledge,  skill,  and  char- 
acter with  which  America  started. 

This  topic  has  one  unit  of  value. 

(a)  WHERE  AMERICANS  CAME  FROM. 

Newcomers. — Are  there  any  persons  in  the  com- 
munity not  born  in  America?  Make  a  list  of  the 
lands  from  which  they  came.  Find  these  lands  on 
the  map.  What  continent  contains  nearly  all  these 
lands? 

How  emigrants  come. — Picture  of  an  ocean  steam- 
ship. How  emigrants  are  admitted,  for  example,  at 
New  York.  How  they  reach  the  places  where  they 
settle,  using,  if  possible,  illustrations  of  local  interest. 

Earlier  Americans  as  emigrants. — This  may  be 
taught  by  taking  a  story,  from  local  history,  of  the 
emigration  of  a  group;  for  example,  the  Pilgrims  in 
the  Mayflower. 

(b)  WHEN  AMERICA  WAS  UNKNOWN. 

How  the  world  looked  when  the  Christian  era  began. 
— A  study,  with  a  map,  showing  that  at  that  time 
most  peoples  lived  about  the  Mediterranean,  though 


IN  THE  ELEMENTARY  SCHOOLS  25 

they  had  names  different  from  the  names  their  present- 
day  successors  bear — English  called  "Britons,"  French 
called  "Gauls,"  Italians  called  "Romans."  The  in- 
habitants of  Greece  were  even  in  that  time  "Greeks," 
and  many  Greeks  lived  in  cities  around  the  eastern 
and  southern  shores  of  the  Mediterranean.  Add 
ancient  notions  of  the  shape  of  the  world,  "Ultima 
Thule,"  the  "Antipodes." 

(c)  WHAT  AMERICANS  STARTED  WITH:    A  STUDY  OF 
SOME  ANCIENT  INVENTIONS. 

Some  recent  inventions. — The  teacher  may  by  ques- 
tioning make  a  list  of  the  most  important  modern  in- 
ventions, like  the  telephone,  the  telegraph,  the  loco- 
motive, or  the  steamship,  which  Americans  or  modern 
Europeans  have  invented. 

Inventions  made  before  Columbus  discovered  Amer- 
ica. Attention  may  be  centred  on  one,  like  printing 
with  movable  types,  or  may  be  divided  between  this 
and  the  compass  and  gunpowder,  concluding  with 
questions  about  the  relative  value  of  such  inventions 
and  of  the  more  recent  inventions. 

Still  older  inventions,  like  the  way  to  record  our 
words,  that  is,  through  letters,  or  the  way  to  build 
houses  or  ships.  If  the  alphabet  is  chosen,  our  let- 
ters may  be  compared  with  Greek  letters,  with  a 
simple  explanation  of  Egyptian  hieroglyphics  or 
Babylonian  cuneiform;  if  books  are  chosen,  ancient 
forms  of  these  may  be  explained;  the  same  method 
may  be  pursued  if  houses  or  ships  are  taken,  with  the 
simple  aim  of  showing  the  child  that  we  Americans 
started  with  many  things  which  had  been  invented  or 
discovered  ages  before  our  ancestors  arrived. 


26  THE  STUDY  OF  HISTORY 

GEOGRAPHIC    CONDITIONS:     MAP    STUDY    OF 
GREECE  AND  HER  NEIGHBORS. 

This  topic  has  one  unit  of  value. 

A.  THE  GREEKS  AND  WHAT  WE  HAVE  LEARNED  FROM 
THEM. 

No  peoples  did  more  to  begin  the  ways  of  living  which 
we  have,  and  which  our  forefathers  brought  to  America, 
than  the  Greeks  and  Romans  who  lived  about  the  shores  of 
the  Mediterranean  when  the  Christian  era  began.  The  aim 
of  the  topics  selected  from  Greek  and  Roman  history  is  to 
illustrate  the  characteristics  of  Greek  and  Roman  life,  and 
at  the  same  time  to  interest  the  pupil  in  a  few  of  the  greatest 
memories  which  the  Greeks  and  Romans  have  left  to  all 
mankind  to  cherish.  Emphasis  should  also  be  laid  upon 
their  work  as  spreaders  of  civilization  wherever  their  cities 
were  built  or  their  rule  was  extended,  for  it  was  in  this  way 
that  there  came  to  be  a  world. 

i.  THE  GREEKS,  WHY  WE  REMEMBER  THEM. 
This  topic  has  one  unit  of  value. 

Famous  stones  already  learned  through  supplement- 
ary reading.  With  children  who  have  learned  these 
stories  well,  it  is  enough  to  ask  them  which  ones  they 
remember,  with  the  aim  to  recall  to  their  minds  such 
stories  as  the  Golden  Fleece,  Hercules,  Siege  of  Troy, 
Wanderings  of  Ulysses.  It  is  not  intended  to  teach 
the  stories;  such  work  belongs  rather  to  literature. 

Famous  Greek  cities  which  still  exist.  On  a  map, 
point  out  Marseilles,  Alexandria,  Constantinople,  and 
Athens,  cities  which  can  trace  their  history  back  to 


IN  THE  ELEMENTARY  SCHOOLS  27 

the  work  of  the  Greeks.  It  is  not  intended  that  the 
teacher  give  the  history  of  these  cities.  Use  pictures. 
Tell  something  about  each. 

Unforgotten  memories  of  Greek  courage.  Tell  the 
story  of  Leonidas  and  the  Three  Hundred,  or  the  story 
of  Marathon,  or  the  story  of  Salamis.  A  sufficient 
account  of  any  of  these  incidents  may  be  found  in  the 
standard  histories  of  Greece,  or  even  in  the  brief 
manuals,  for  example,  in  Oman's  History  of  Greece. 

2.  THE  GREEKS  AS  BUILDERS  AND  ARTISTS. 

This  topic  has  one  unit  of  value. 

Athens,  the  most  splendid  of  ancient  Greek  cities. 
Show  pictures  of  the  Acropolis,  and  of  the  Parthenon, 
its  most  beautiful  temple.  Explain  what  the  Acropolis 
was  and  the  purpose  for  which  the  Parthenon  was 
used.  Show  pictures  of  Greek  statues,  like  the  Venus 
of  Milo,  the  Hermes,  the  Thrower  of  the  Discus. 

See,  further,  the  report  on  Art.  Also,  Tarbell, 
History  of  Greek  Art. 

3.  GREEK  BOYS  AND  GREEK  MEN. 

This  topic  has  one  unit  of  value. 

The  Greek  Boy,  training  and  amusements,  at  Athens, 
at  Sparta,  the  Olympic  games. 

To  give  impressions  of  other  important  parts  of 
what  the  Greeks  did  the  teacher  may  take  one  or  both 
of  the  following: 

Greek  men,  their  love  of  ruling  themselves.  The 
explanation  may  pursue  the  following  line.  The 
Greek  city  included  not  only  a  large  number  of  houses 
surrounded  by  a  wall,  but  also  much  of  the  country- 
side, as  far  as  the  mountains  which  separated  it  from 
the  neighboring  city.  The  men,  shut  off  from  their 


28  THE   STUDY  OF  HISTORY 

neighbors  in  this  way,  loved  to  manage  their  own 
affairs.  Add  a  description  of  a  Greek  assembly  in  the 
open  air,  with  a  Pericles  or  a  Cleon  trying  to  persuade 
the  citizens  to  do  as  he  wishes. 

The  story  of  Socrates,  one  of  the  greatest  of  the 
Greeks;  how  he  questioned  men  about  what  they 
thought  was  true;  story  of  his  death. 

Church:  Trial  and  Death  of  Socrates;  more 
briefly  in  any  manual  of  Greek  Literature  or 
Greek  History. 

TEACHERS'  LIST: — Abbot:  Pericles. 

Holm:  History  of  Greece,  II,  196-206. 
Church:  Three  Greek  Children. 
Mahaffy:  Social  Life  in  Greece. 

CHILDREN'S  LIST: — Church:  Stories   of   the   Old  World. 

Part  I. 
The  Story  of  the  Odyssey;  The 

Story  of  the  Iliad. 
Haaren  and  Poland:  Famous  Men  of 

Greece. 

Guerber:  The  Story  of  the  Greeks. 
Burt:  Stories  from  Plato. 
Kingsley:  Heroes. 
Baldwin:  Old  Greek  Stories. 
Arnold :  Stories  of  Ancient  Peoples. 
Clark :  Story  of  Ulysses. 

4.  MEN  WHO  CARRIED  GREEK  WAYS  OF  LIVING 
TO  OTHER  LANDS. 

This  topic  has  one  unit  of  value. 

Sailors,  traders,  and  colonists;  a  Greek  ship;  pro- 
ducts sought  on  shores  of  Black  Sea;  why  the  Greeks 
called  it  Euxine.  With  map  show  how  widespread 
were  the  Greek  colonies,  pointing  out  Cyprus,  Nau- 
cratis,  Cyrene,  Syracuse,  the  cities  of  Magna  Graecia, 


IN  THE  ELEMENTARY  SCHOOLS  29 

Massilia  (Marseilles).  The. object  of  this  work  is  to 
show,  what  has  been  suggested  already  in  the  refer- 
ence to  Greek  cities,  that  the  Greeks  carried  their 
knowledge  and  their  ways  of  doing  things  around  the 
shores  of  the  Mediterranean,  and  so  laid  the  founda- 
tion upon  which  others  have  built. 

Holm:  History  of  Greece,  I,  chap.  XXI. 

Bury:  History  of  Greece,  chap.  II. 

One  of  those  to  spread  the  Greeks'  way  of  living 
was  Alexander  the  Great;  stories  of  his  boyhood  and 
of  his  great  march  to  India. 

Wheeler:  Alexander  the  Great. 

Here,  as  in  the  case  of  the  Greek  cities,  the  teacher 
should  keep  in  mind  the  final  impression  which  should 
result,  namely,  that  the  Greeks  had  an  important 
share  in  making  the  ancient  civilized  world.  Alex- 
ander's work  has  its  special  significance  in  relation  to 
this,  for  whenever  his  victorious  armies  established 
his  power  a  great  impulse  was  given  to  what  is  called 
Hellenistic  civilization,  an  adaptation  to  new  condi- 
tions of  the  civilization  of  the  Hellenes.  This  must 
not  be  presented  to  the  pupils  didactically,  but  they 
may  receive  right  impressions  of  it  through  some  ac- 
count of  the  wonders  of  Alexandria,  especially  through 
a  few  statements  about  its  great  library  with  five  hun- 
dred thousand  manuscripts,  or  about  its  geographers, 
for  example,  Ptolemy,  who,  like  modern  geographers, 
discussed  the  roundness  of  the  earth  and  attempted 
to  measure  its  size  on  the  equator.  Their  achieve- 
ments were  directly  helpful  to  Columbus  in  planning 
for  his  voyage  across  the  western  ocean. 

Alexandria:  Holm,  History  of  Greece,  IV, 
chap.  XIV. 

Mahaffy:    Alexander's  Empire,  135-141. 


30  THE  STUDY  OF  HISTORY 

GEOGRAPHICAL    CONDITIONS:    ROME'S    RELA- 
TION TO  GREECE;  HER  ENVIRONMENT. 

This  topic  has  one  unit  of  value. 

B.  THE   ROMANS,  WHAT   THEY   LEARNED   FROM   THE 
GREEKS,  AND  WHAT  THEY  HAVE  TAUGHT  Us. 

The  Romans  were  the  people  that  received  what  the 
Greeks  had  learned,  added  to  it,  and  carried  the  new  knowl- 
edge to  what  is  now  France,  England,  Spain,  and  to  part  of 
Germany,  countries  from  which  the  discoverers  and  colo- 
nizers of  America  came.  In  this  way  the  Romans  are  to  be 
considered  as  one  of  the  makers  of  America.  Their  work 
consisted  chiefly  in  conquering  and  organizing  as  one  world 
all  the  lands  about  the  Mediterranean  and  in  western  Europe 
as  far  as  the  borders  of  Scotland  and  the  German  forests. 
The  wonderful  thing  about  them  is  that  they  began  as  an  ob- 
scure tribe  dwelling  on  the  banks  of  the  Tiber. 

i.  How  THE  ROMANS  BEGAN. 

This  topic  has  one  unit  of  value. 

Stories  about  the  Romans  already  learned.  Recall, 
for  example,  Romulus  and  Remus,  Horatius  at  the 
bridge,  Coriolanus.  As  in  the  case  of  the  Greek 
stories,  they  are  not  to  be  taught,  simply  recalled. 
They  are  not  a  part  of  the  history  of  Rome,  being  only 
stories  the  Romans  told  about  their  early  days. 

Early  Rome  and  her  neighbors.    Location  of  the 
early  city,  the  region  over  which  it  ruled;  struggles 
with  warlike  neighbors,  illustrated  by  one  story,  either 
that  of  Cincinnatus  or  that  of  the  Caudine  Forks. 
See  any  good  manual  on  Roman  History. 

No  attempt  should  be  made  to  explain  in  detail  the 


IN  THE  ELEMENTARY  SCHOOLS  31 

development  of  the  Roman  power  in  Italy.     The  im- 
pression naturally  conveyed  by  these  stories  is  sufficient. 

2.  How  ROME   CONQUERED  THE  LANDS  ABOUT 

THE  MEDITERRANEAN. 

This  topic  has  one  unit  of  value. 

The  story  of  the  Roman  expansion  is  too  complex 
and  detailed  for  children  of  this  grade.  They  should 
know,  however,  that,  as  Alexander  conquered  the  lands 
about  the  eastern  Mediterranean  and  paved  the  way 
for  the  spread  of  Greek  ideas  and  ways  of  living,  the 
Romans  conquered  all  the  lands  about  the  Mediter- 
ranean, east  as  well  as  west,  south  as  well  as  north. 
Their  astonishing  success  may  be  emphasized  by  enu- 
merating the  different  modern  countries  included  within 
the  limits  of  these  conquests.  The  tremendous  char- 
acter of  the  struggle  may  appear  best  from  a  single 
incident,  the  war  with  Hannibal.  Even  children  may 
understand  the  skill  with  which  Hannibal,  time  after 
time,  eluded  and  then  destroyed  his  antagonists. 
One  example,  Trebia,  Lake  Trasimenus,  or  Cannae, 
is  enough.  This  should  be  preceded  by  the  story  of 
his  youthful  oath,  his  march  from  Spain  to  Italy,  and 
the  passage  of  the  Alps.  In  the  end  the  stubborn 
patience  of  the  Romans  is  triumphant,  Hannibal  is 
defeated  at  Zama  and  dies  in  exile. 

In  addition  to  the  standard  histories:  see  Morris, 
Hannibal;  Smith,  Rome  and  Carthage. 

3.  THE  ROMANS  IN  THE  WEST. 
This  topic  has  two  units  of  value. 

The  phase  of  Roman  expansion  which  is  especially 
pertinent  to  the  aim  of  this  work  is  that  which  in- 
cludes the  invasion  of  Gaul  and  of  Britain  and  the 
early  struggles  with  the  Germans.  This  phase  explains 
the  relation  of  the  Romans  to  Western  Europe,  and 
shows  why  Americans,  who  came  from  Western  Eu- 


32  THE  STUDY  OF  HISTORY 

rope,  retain  so  many  things  originally  taught  either  by 
the  Romans  or  by  their  teachers,  the  Greeks.  For  the 
pupils  the  object  is  to  be  realized  through  impressions 
made  by  the  story  of  simple  but  striking  incidents. 

Their  greatest  general,  Julius  Casar,  and  the 
Gauls,  ancestors  of  the  French.  After  the  pupils 
have  located  Gaul  on  the  map,  illustrate  simply 
with  the  story  of  Vercingetorix. 

For  the  French,  Vercingetorix  is  a  national  hero. 
The  story  of  the  insurrection  under  his  leadership, 
after  Caesar  had  conquered  Gaul,  is  full  of  stirring 
incidents.  His  fate  was  also  tragic;  after  gracing  a 
Roman  triumph  he  was  executed. 

Casar  and  the  Germans;  simple  story  of  the  Ario- 
vistus  incident,  how  the  Romans  were  frightened 
by  the  immense  size  of  the  Germans,  how  Caesar's 
camp  followers  wanted  to  return  to  Italy.  The 
bridge  Caesar  built  over  the  Rhine,  its  purpose;  why 
Ariovistus  had  crossed  into  Gaul. 

CcBsar  and  the  Britons;  why  Caesar  wanted  to  in- 
vade Britain;  the  Druids;  how  he  crossed  the  Chan- 
nel, his  landing,  why  he  did  not  subdue  the  Britons. 

TEACHERS'  LIST: — Fowler:  Julius  Caesar. 

Guizot,  History  of  France,  Vol.  II. 
Ramsay :  Foundations  of  England,  chap. 
Ill;  more  briefly  in  any  manual  of 
English  history. 

CHILDREN'S  LIST: — Andrews:  Ten  Boys. 

Guerber:  Story  of  the  Romans. 
Haaren  and  Poland:  Famous  Men  of 

Rome. 
Clarke:  Story  of  ^Eneas. 

Caesar. 

Church:  Roman  Life  in  the  Days  of 

Cicero. 
Plutarch:  Lives. 


IN  THE   ELEMENTARY  SCHOOLS  33 

4.  ROME  CAPITAL  OF  AN  EMPIRE. 

This  topic  has  one  unit  of  value. 

The  next  impression  to  be  conveyed  is  of  the  size 
and  splendor  of  the  Roman  Empire.  For  this  pur- 
pose an  outline  map  may  be  used — a  review  or  sum- 
mary— Topic  with  one  unit  of  value. 

Ccesar's  successors  called  Emperors.  Caesar  was 
also  a  politician,  and  in  a  quarrel  with  his  rivals  he 
led  his  army  to  Rome  and  became  its  master,  found- 
ing the  empire. 

The  Romans  were  great  builders,  and  remains  of 
their  work  still  exist.  One  or  two  of  the  following 
pictures  or  descriptions  may  be  used  to  show — 

How  Rome  looked;  pictures  of  the  Forum,  a 
Roman  Arch  of  Triumph,  the  Coliseum,  a  Roman 
aqueduct,  a  Roman  road,  a  private  house  at  Pom- 
peii, with  a  few  words  of  explanation  in  each  case. 
Roman  books,  how  they  were  made  and  published ; 
how  boys  were  taught;  Greeks  employed  at  Rome 
as  teachers. 

Thomas:  Roman  Life  under  the  Caesars. 
Goodyear:  Roman  and  Mediaeval  Art. 
Crawford:  Ave  Roma. 

5.  ROME  AND  CHRISTIANITY. 

This  topic  has  one  unit  of  value. 

At  this  point  it  is  well  to  conned  the  Empire  with 
Christianity  by  pointing  out  that  Jesus  was  born 
when  all  the  Mediterranean  world  was  at  peace  under 
Roman  rule.  Judea  was  a  Roman  province  at  the 
time  of  the  death  of  Jesus,  Pontius  Pilate  was  the 
Roman  governor.  Paul  was  born  in  a  town  in  which 
all  men  were  regarded  as  Roman  citizens,  a  privilege 
which  enabled  him  to  appeal  for  a  special  trial  at 
Rome.  The  aim  here  is  to  utilize  knowledge  which 


34  THE   STUDY   OF  HISTORY 

many  children  have  in  order  to  connect  with  it  new 
knowledge  about  the  Romans. 

The  early  Christians  in  the  Empire;  treated  as 
public  enemies,  partly  because  they  held  their 
religious  services  often  in  secret  and  were  believed 
to  form  a  secret  organization,  something  which  the 
Roman  law  forbade,  and  partly  because  they  re- 
fused to  unite  in  the  public  worship  ordained  by 
law  or  to  take  oaths  which  implied  belief  in  the 
Roman  gods;  illustrated  by  the  story  of  Nero's 
persecutions  and  by  pictures  of  the  catacombs. 
Bury:  Students'  Roman  Empire,  pp.  286-288. 
Adams:  Civilization  During  the  Middle  Ages, 

chap.  III. 
Merivale:   History  of  the  Romans  under  the 

Empire:  Vol.  IV,  chap.  LIV. 
Sienkiewicz:  Quo  Vadis. 

The  Empire  conquered  by  Christianity;  a  simple 
explanation  that  in  the  beginning  of  the  fourth 
century  Constantine  not  only  permitted  the  Chris- 
tians to  worship,  but  favored  Christianity  as  the 
state  religion,  and  was  himself  baptized  a  Christian. 
The  pupils  may  be  reminded  that  it  was  for  this 
emperor  that  Constantinople  was  renamed.  He 
rebuilt  it  and  made  the  ancient  Greek  city  a  rival 
of  Rome. 

GEOGRAPHICAL   CONDITIONS  THAT   SHAPED 
TEUTONIC  LIFE. 

This  topic  has  one  unit  of  value. 
C.  THE  HEIRS  OF  THE  ROMANS. 

In  the  following  topics  the  pupil  will  learn  more  of  the 
peoples  which  were  to  have  a  direct  share  in  the  making  of 
America.  These  peoples  were  taught  by  the  Romans,  though 


IN  THE   ELEMENTARY  SCHOOLS  35 

they  did  not  preserve  all  that  they  had  seen  or  been  told. 
The  pupils  should  learn  of  the  typical  characters  of  the 
Middle  Ages  and  something  of  the  modes  of  life.  At  the 
close  of  the  group  are  a  few  topics  which  have  an  immediate 
relation  to  the  discoveries  and  form  a  necessary  introduction 
to  them. 

i.  THE  GERMANS. 

This  topic  has  two  units  of  value. 

Names  of  German  tribes  which  appear  in  modern 
names — Angles,  Saxons,  Franks.  Simple  descriptions 
of  German  life,  why  many  Germans  emigrated  to 
Roman  cities,  and  how  they  were  employed. 

It  was  these  Germans  who  by  successive  attacks  in 
the  two  centuries  from  378  A.D.  to  568  overthrew  the 
government  of  the  Roman  empire,  destroyed  many 
rich  cities,  and  in  some  places  swept  away  nearly  all 
traces  of  Roman  civilization.  On  the  whole  more  was 
preserved  than  was  destroyed,  so  that  the  German 
invaders  became  not  merely  the  successors  of  Rome 
but  also  her  imitators  and  her  heirs.  One  or  two 
typical  stories  may  illustrate  this :  Alaric  at  the  sack  of 
Rome,  Clovis  and  the  conquest  of  Roman  Gaul,  or 
Hengist  and  Horsa,  the  last  for  teachers  who  wish  to 
emphasize  England  as  our  historical  bond  of  connec- 
tion with  the  Roman  world. 

TEACHERS'  LIST: — Any  good  manual  of  Mediaeval  His- 
tory; also  Adams,  Civilization,  chap. 
V;  Henderson,  History  of  Germany, 
chap.  I;  Tacitus,  Germania. 

Famous  stories  which  illustrate  traits  of  the  Ger- 
mans or  which  grew  up  about  the  incidents  of  the 
invasions;  recall  the  Niebelung  tales  or  the  tales  of 
King  Arthur. 


36  THE   STUDY   OF  HISTORY 

CHILDREN'S  LIST: — Child:  Beowulf. 

Powell:  Old  Stories  from  British  His- 
tory. 

Church:  Stories  from  English  History. 
Green:  King  Arthur  and  His  Court. 

2.  ALFRED  AND  THE  ENGLISH. 

This  topic  has  three  units  of  value. 

The  English  of  Alfred's  day,  explaining  in  a  simple 
manner  that  the  German  tribes,  of  which  the  followers 
of  Hengist  and  Horsa  were  part,  had  conquered  the 
island  to  the  borders  of  Wales  and  Scotland,  and  that 
they  had  finally  come  under  the  rule  of  a  single  king. 
Story  of  St.  Augustine  of  Canterbury. 

The  Vikings,  also  called  Danes  or  Northmen,  attack 
the  English.  Description  of  the  Vikings  and  their  ships. 

Study  map  of  Heptarchy,  with  Danelagh  line  of 
markation. 

Alfred  and  the  Danes;  stories  of  the  hardships  of 
King  Alfred  in  his  struggle  with  the  Danes;  from  his 
victory  came  as  a  result  the  union  of  the  Danes  and 
English  as  one  people. 

Alfred  as  king;  helps  in  the  spread  of  good  books; 
his  just  laws. 

In  treating  Alfred  his  personality  should  be  kept  in 
the  foreground. 

TEACHERS'  LIST: — Keary:  Vikings  in  Western  Chris- 
tendom. 

Green:  Short  History  of  the  English 
People,  chap.  I. 

Hughes:  Alfred  the  Great. 

Freeman:  Old  English  History. 

CHILDREN'S  LIST: — Warren:    Story  of  English  History. 

Blaisdell:  Stories   from   English   His- 
tory. 


IN  THE   ELEMENTARY  SCHOOLS  37 

Brooks:  Historic  Boys. 

Haaren  and  Poland:  Famous  Men  of 

the  Middle  Ages. 
Seymour:  Chaucer's  Stories. 
Kilman:  Stories  from  Chaucer. 

The  Boy's  Froissart. 

Gilliat:  God  Save  King  Alfred. 

3.  How  THE    ENGLISH   BEGAN  TO   WIN  THEIR 
LIBERTIES. 

This  topic  has  three  units  of  value. 

A  wicked  king,  John  Lackland.  A  simple  explana- 
tion that  a  great  Lord  from  northern  France,  of  the 
race  of  the  Danes  or  Northmen,  Duke  William,  of 
Normandy,  had  conquered  the  English.  His  de- 
scendants were  called  the  Norman  kings.  One  of 
them,  Richard,  was  a  famous  crusader  (to  be  explained 
later).  Richard's  brother  John  was  the  most  wicked 
king  England  ever  had.  Explanation  of  how  he  tried 
to  supplant  his  brother  during  his  brother's  absence, 
of  how  he  married  the  betrothed  of  one  of  his  own 
followers,  how  he  compelled  the  barons  to  arm  as  if 
for  war  and  refused  to  allow  them  to  return  home 
until  they  had  paid  large  sums  of  money,  how  he 
robbed  the  churches. 

The  Great  Charter.  The  barons  at  Runnymede 
compel  the  wicked  king  to  promise  to  give  up  all  his 
evil  practices;  they  agree  to  make  war  upon  him  if  he 
breaks  these  promises.  Mention  the  two  most  im- 
portant promises — that  he  will  collect  no  more  money 
than  is  due  him  as  king,  unless  his  followers  in  council 
consent;  that  he  will  no  longer  imprison  men  without 
trying  them  and  proving  them  guilty  of  breaking  the 
laws. 

Hill:  Liberty  Documents,  chap.  II. 

Green:  Short  History,  chap.  III. 

Macy:  The  English  Constitution,  chap.  XIII. 


38  THE   STUDY   OF  HISTORY 

The  Charters  strengthened.  John's  son  was  weak, 
and  the  barons  made  war  upon  him  to  compel  him  to 
keep  the  promises  of  the  charter.  The  grandson, 
Edward  I,  was  a  strong  and  just  king.  Though  he 
liked  to  do  as  he  pleased,  he  agreed  to  keep  the  char- 
ter or  promise  that  no  taxes  should  be  collected  with- 
out the  consent  of  the  council.  By  this  time  the 
council  consisted  not  only  of  great  barons  and  bishops, 
but  also  of  men  sent  by  the  towns  to  represent  them. 
This  was  the  beginning  of  the  English  Parliament  (the 
House  of  Lords,  and  the  House  of  Commons). 
Green:  Short  History,  chap.  IV. 
Macy:  chap.  XIV. 

Only  the  simple  elements  of  this  growth  of  the  Eng- 
lish constitution  should  be  touched,  whether  the  line 
of  thought  suggested  above  is  followed  or  some  other 
is  chosen. 

4.  How    PEOPLE    LIVED    IN    ENGLAND    AND   IN 

EUROPE  DURING  THE  MIDDLE  AGES. 

This  topic  has  three  units  of  value. 

The  towns:  pictures  of  a  walled  town,  like  York, 
Chester,  or  Oxford,  or  Carcassonne  in  France,  or 
Nuremberg  in  Germany.  The  industries,  how  the 
artisans  were  organized.  The  town  hall  or  guild  hall, 
like  those  of  Bruges  or  Paris  or  London. 

The  village  life:  how  the  village  land  was  divided; 
farming  tools,  work  in  common. 

The  nobles:  a  castle,  with  pictures;  education  of  the 
boy  for  the  life  of  chivalry,  a  tournament. 

5.  THE  CHURCH  IN  THE  MIDDLE  AGES. 

This  topic  has  one  unit  of  value. 

Cathedrals.  Pictures  of  great  cathedrals,  Canter- 
bury, Notre  Dame,  Cologne.  Duties  of  a  bishop,  of 
a  pope. 


IN  THE   ELEMENTARY  SCHOOLS  39 

A  monastery,  with  pictures  of  ruined  monasteries  in 
England  or  on  the  continent.  How  the  monks  were 
organized,  for  example,  at  St.  Alban's,  or  at  Cluny. 
Their  occupations,  especially  the  copying  of  books, 
with  pictures  of  the  way  they  illuminated  books. 

TEACHERS'  LIST  : — Robinson :  History  of  Western  Europe, 
chaps.  XVIII,  XIX. 

Henderson :  History  of  Germany,  chap. 
V. 

Green:  Short  History,  chap.  IV,  sec.  4. 

Cheyney :  Industrial  and  Social  History 
of  England,  chaps.  II,  III. 

Emerton :  Mediaeval  Europe,  chap.  XVI. 

Sturgis:  European  Architecture. 

Munro  and  Sellery:  Mediaeval  Civiliza- 
tion, pp.  129-158. 

CHILDREN'S  LIST: — Bates   and    Coman:  English   History 
Told  in  Poetry. 

Tales    from    Shakespeare    (ed. 

Lamb) . 

Young:  A  Book  of  Golden  Deeds. 
Church:  Story  of  English  History. 
Warren:  The  Story  of  English  History. 

STUDY  OF  GEOGRAPHICAL  ROUTES  AND 
TRADES.  INTERESTS  BETWEEN  EAST 
AND  WEST. 

D.  PILGRIMAGES,  CRUSADES,  COMMERCE. 

This  group  of  topics  has  three  units  of  value. 

i.  PILGRIMAGES. 

Mediaeval  pilgrims;  especially  journeys  of  pilgrims 
to  Jerusalem  to  the  shrine  of  the  Holy  Sepulchre. 


40  THE   STUDY   OF  HISTORY 

This  was  one  of  the  beginnings  of  later  mediaeval 
travel.  The  Turks  who  had  conquered  Syria,  and 
how  they  troubled  the  pilgrims. 

Jusserand :  English  Wayfaring  Life  in  the  Middle 
Ages. 

2.  THE  CRUSADES. 

The  First  Crusade:  Pope  Urban's  appeal  to  rescue 
the  Holy  Sepulchre;  how  people  pinned  crosses  on 
their  garments;  story  of  Peter  the  Hermit. 

The  capture  of  Jerusalem;  condition  of  the  cru- 
saders when  they  reached  the  Holy  City;  their  cruelty 
to  its  defenders. 

Richard  the  Lion-hearted,  the  typical  crusader,  tales 
of  his  exploits  in  Palestine  and  of  his  adventurous 
journey  homeward. 

Archer  and  Kingsford,  The  Crusades;  more 
briefly  in  any  manual  of  French,  English,  or 
Mediaeval  History;  Munro  and  Sellery,  Medi- 
aeval Civilization,  pp.  248-253. 

3.  RESULTS  OF  THE  CRUSADES;  growth  of  trade  and 

love  of  travel. 

Venice;  pictures  of  the  city,  a  Venetian  ship,  stuffs 
which  the  Venetians  sought  in  the  East. 

Other  trading  cities;  treat  according  to  the  same 
method.  Genoa,  because  it  is  the  birthplace  of 
Columbus;  London,  the  city  from  which  the  impulse 
to  English  settlement  went  out. 

What  the  Europeans  learned  in  the  East  or  through 
contact  with  the  Moors  in  Spain;  Arabic  system  of 
notation,  use  of  windmills,  taste  for  spiced  foods, 
beautiful  decoration  for  houses.  It  was  the  desire  for 
these  products  of  the  East  which  formed  one  of  the 
chief  impulses  to  the  work  of  discovery. 


IN  THE  ELEMENTARY  SCHOOLS  41 

TEACHERS'  LIST  :— Fiske :  Discovery  of  America,  chap.  III. 

Cheyney:  Industrial  and  Social  History 
of  England,  chap.  IV. 

Gibbins:  History  of  Commerce  in 
Europe. 

Brown :  The  Venetian  Republic. 

Munro  and  Sellery:  Mediaeval  Civili- 
zation, pp.  253-256. 

CHILDREN'S  LIST: — Church:  The  Crusaders. 

Phillips:  Historical  Reader,  No.  3. 
Blaisdell :  Stories  from  English  History. 
Guerber:  The  Story  of  the  English. 
Warren:  The  Story  of  English  History. 

E.  THE  DISCOVERY  OF  THE  WESTERN  WORLD. 

As  this  ground  is  familiar,  it  is  unnecessary  to  do  more 
than  indicate  the  lines  of  thought  by  topics  in  the  briefest 
form.  This  group  of  topics  is  closely  related  to  that  which 
precedes.  The  Crusades  led  to  the  development  of  trade 
with  the  East.  This  trade  enriched  the  merchants.  It  also 
suggested  the  possibility  of  discovering  sea  routes  to  the 
East. 

i.  BEGINNINGS  OF  DISCOVERY. 

This  topic  has  two  units  of  value. 

Voyages  0}  the  Northmen:  the  Northmen  in  Iceland ; 
Leif  the  Lucky;  why  his  discovery  of  America  was 
without  important  results.  Map  work. 

Marco  Polo:  his  journey  to  the  Mongol  court  and 
the  route  which  he  followed  on  his  return ;  the  knowl- 
edge of  the  Pacific  which  he  brought  back,  of  greater 
importance  than  the  work  of  the  Northmen. 

Portuguese  voyages,  the  first  great  accomplishments 
in  discovery:  impressions  in  regard  to  the  shape  of 
Africa;  discouragement  when  voyages  showed  that  the 


42  THE   STUDY  OF  HISTORY 

coast  turned  southward  again  after  the  Gulf  of  Guinea; 
story  of  the  wonderful  voyage  of  Diaz.    Map  study. 
Fiske:  Discovery  of  America,  chaps.  II,  III,  and 
IV. 

2.  COLUMBUS. 

This  topic  has  four  units  of  value. 

His  early  life;  difficulties  which  hindered  the  carry- 
ing out  of  his  plans;  Queen  Isabella  and  her  interest 
in  his  project;  an  incident  from  the  story  of  the  Cid 
might  be  used  to  interest  the  pupils  in  the  Spaniards 
and  in  their  long  crusade  against  the  Moors,  a  crusade 
which  gave  to  their  voyages  of  discovery  and  settle- 
ment some  of  the  old  crusading  purpose. 

The  first  voyage:  the  ships;  troubles  with  the  sailors; 
the  discovery;  the  return  to  Spain.  Map:  routes. 

Later  voyages:  what  coasts  were  explored;  Colum- 
bus's  notions  of  what  he  had  discovered. 

Fiske:  Discovery  of  America,  chaps.  V  and  VI. 
Winsor:  Christopher  Columbus,  chap.  IX. 

3.  THE  SUCCESSORS  OF  COLUMBUS. 
This  topic  has  two  units  of  value. 

How  America  came  to  be  named  for  Amerigo  Ves- 
pucci rather  than  for  Columbus. 

John  Cabot  and  his  discoveries. 

The  Portuguese  Vasco  da  Gama,  the  first  to  reach 
the  Indies  which  Columbus  was  looking  for.  Map: 
route.  In  treating  Vasco  da  Gama,  as  well  as  Balboa 
and  Magellan,  it  would  be  well  to  present  the  incidents 
as  forming  together  a  great  race  to  the  Indies  between 
the  Spaniards  and  the  Portuguese. 

TEACHERS'  LIST  : — Fiske :  Discovery  of  America,  chap.  VII. 
Winsor:  Christopher  Columbus,  chap. 
XV. 


IN  THE  ELEMENTARY  SCHOOLS  43 

CHILDREN'S  LIST: — Eggleston:  A  First  Book,  in  American 

History. 

Richardson:  Our  Country. 
Hart:  Source  Readers,  Vol.  I. 
Foote    and    Skinner:  Explorers    and 
Founders  of  America. 

4.  OTHER  SUCCESSORS  OF  COLUMBUS. 

This  topic  has  one  unit  of  value. 

How  Balboa  found  the  South  Sea.    Map. 

The  Story  of  Magellan's  voyage.     Map. 

Cartier  in  the  St.  Lawrence;  where  he  came  from; 
his  hopes;  the  St.  Lawrence  as  a  route  to  the  centre  of 
the  Continent;  failure  to  make  a  permanent  settle- 
ment. 

Fiske:  Discovery  of  America,  chaps.  VII  and  X. 

5.  BEGINNINGS  OF  CONQUEST. 

This  topic  has  three  units  of  value. 

In  Mexico;  story  of  Cortez  briefly  told.     Route. 

Story  of  De  Soto.     Map :  route. 

How  the  Spaniards  used  their  conquests;  the  search 
for  gold  and  silver;  what  a  mission  was,  with  pictures 
from  California;  slaves  brought  in  from  the  African 
coast. 

TEACHERS'  LIST: — Prescott:  The  Conquest  of  Mexico. 

The  Conquest  of  Peru. 

Fiske:    Discovery    of    America,    chap. 

VIII. 
Bancroft:  History  of  the  United  States, 

chap.  III. 

CHILDREN'S  LIST:— Tappan:  Our  Country's  Story. 

Foote    and    Skinner:  Explorers    and 
Founders  of  America. 


44  THE   STUDY  OF  HISTORY 

F.  EUROPEAN  RIVALRIES  WHICH  INFLUENCED  CONQUEST 
AND  COLONIZATION. 

At  the  close  of  the  first  period  of  discovery  and  conquest 
the  Spaniards  seemed  to  have  distanced  their  rivals.  They 
had  laid  the  foundations  of  profitable  colonies,  and  by  their 
explorations  could  argue  a  superior  claim  to  North,  as  well 
as  most  of  South  America.  How  they  lost  this  advantage, 
so  that  the  French,  the  Dutch,  and  the  English  colonized 
the  best  portions  of  North  America  remains  to  be  explained. 
The  pupil  of  this  grade  cannot  grasp  the  whole  situation,  but 
by  stories  of  the  Old  World  and  of  the  voyagers  to  the  New 
World  he  can  realize  that  before  the  century  was  over 
the  rivals  of  Spain  were  more  than  a  match  for  her,  and, 
when  the  next  century  began,  were  able  boldly  to  ignore 
her  inflated  claims  and  plant  colonies  along  the  Atlantic 
shores,  in  the  Hudson  Valley,  and  on  the  banks  of  the  St. 
Lawrence.  Again,  it  must  be  repeated  that  no  effort  should 
be  made  to  tell  the  story  of  Europe  in  the  sixteenth  century. 
Just  enough  should  be  told  to  give  meaning  to  the  terms  Eng- 
land, France,  Holland,  and  Spain,  and  to  convey  the  impres- 
sion that  the  Spaniards  lost  their  great  advantage. 
i.  ENGLAND  IN  THE  DAYS  OF  ELIZABETH. 

This  topic  has  two  units  of  value. 
Stories  of  "Good  Queen  Bess."     Her  love  of  finery. 
The  politeness  of  Sir  Walter  Raleigh.     Elizabethan 
houses,  with  pictures. 

English  seamen  and  the  king  of  the  Spaniards;  through 
the  story  of  Sir  Francis  Drake,  his  experience  as  a  slave 
trader,  as  a  plunderer  of  Spanish  colonial  towns,  and 
through  his  great  voyage  round  the  world  to  illustrate  the 
growing  hatred  between  the  English  and  the  Spaniards. 
Green:  Short  History,  chap.  VII,  sec.  5. 
Creighton:  Age  of  Elizabeth. 


IN  THE  ELEMENTARY  SCHOOLS  45 

The  teacher  should  explain  at  this  point  that  the  dislike 
which  the  English  people  came  to  feel  toward  the  Spaniards 
was  increased  by  differences  of  religion.  The  English  as 
well  as  the  Spaniards  had  at  the  beginning  of  the  century 
both  belonged  to  the  Church  Catholic,  but  meanwhile  the 
English  had  adopted  religious  opinions  and  customs  of  wor- 
ship which  are  now  called  Protestant.  There  were  now 
many  Protestants  on  the  Continent;  in  Germany,  the  followers 
of  Martin  Luther;  in  France  and  the  Netherlands,  the  fol- 
lowers of  John  Calvin. 

2.  FRANCE,  ANOTHER  RIVAL  OF  SPAIN. 

This  topic  has  one  unit  of  value. 

The  story  of  Bayard,  the  "knight  without  fear  and 
without  reproach,"  the  hero  of  the  fight  of  the  French 
king,  Francis  I,  Jacques  Cartier's  king,  against  the 
King  of  Spain. 

The  French  and  the  Spaniards  in  a  conflict  in  Amer- 
ica :  Admiral  Coligny,  a  great  French  nobleman,  leader 
of  the  French  Protestants  or  Huguenots,  seeks  to 
find  a  refuge  for  them  in  America;  the  fate  of  Fort 
Caroline;  attack  of  the  Spaniard  Menendez.  Map: 
locations. 

Bourne:  Spain  in  America,  chap.  XII. 
Parkman:  Pioneers  of  New  France,  chaps.  III- 
VIII. 

3.  THE  KING  OF  SPAIN  ATTACKED  BY  His  SUB- 

JECTS, THE  DUTCH. 

This  topic  has  two  units  of  value. 

The  Dutch;  description  of  their  country;  their  fight 
against  the  sea;  their  sturdy  mariners. 
Griffis:  Brave  Little  Holland. 


46  THE    STUDY    OF   HISTORY 

Their  quarrel  with  the  King  of  Spain:  punishments 
inflicted  upon  those  who  became  Protestants;  cruelties 
of  the  Duke  of  Alva  to  the  Southern  Netherlander, 
now  the  Belgians,  who  remained  Catholics,  as  well  as 
to  the  Dutch. 

Hume:  Philip  II. 

The  revolt  o]  the  Dutch;  story  of  the  "Beggars." 
Siege  of  Leyden;  death  of  William  the  Silent;  to  illus- 
trate the  struggle  for  independence. 
Harrison:  William  the  Silent. 

4.  ENGLISHMEN    JOIN    IN    THE    FIGHT   AGAINST 

SPAIN. 

This  has  four  units  of  value. 

The  aim  of  this  group  should  be  to  show  the  union  of 
the  rebellious  Dutch  subjects  of  King  Philip  and  of  his  Eng- 
lish rivals  in  a  common  struggle.  The  English  furnish  help, 
at  first  indirectly.  Finally  war  breaks  out  between  Spain 
and  England,  and  English  ships  prove  their  superiority, 
opening  the  way  for  English  colonization  free  from  the  danger 
of  such  a  Spanish  attack  as  ruined  Coligny's  colony. 

English  and  Dutch;  story  of  Sir  Philip  Sidney. 

War  between  England  and  Spain;  preparations  of 
King  Philip  to  invade  England;  Drake  singes  the 
king's  beard. 

Story  of  the  Great  Armada  and  its  ruin. 

5.  ENGLISH  VOYAGES  WESTWARD. 
This  topic  has  four  units  of  value. 

Story  oj  Gilbert. 

Story  oj  Raleigh's  first  colony.     Map. 
Raleigh's  second  attempt,  why  it  failed,  and  what  he 
had  accomplished.    Map. 


IN    THE    ELEMENTARY    SCHOOLS  47 

TEACHERS'  LIST  : — Green :  Short  History,  chap.  VII,  sec.  6. 
Fiske:    Old  Virginia  and  Her  Neigh- 
bors, chap.  I. 

Bancroft:  History  of  the  United  States, 
chap.  V. 

CHILDREN'S  LIST: — Church:  Stories  from  English  History. 
Guerber:  The  Story  of  the  English. 
Blaisdell:  Stories   from   English   His- 
tory. 

Tappan:  England's  Story. 
Phillips:  Historical  Reader,  No.  4. 

At  the  close  there  should  be  a  geographical  review  of  the 
lands,  bodies  of  water,  etc.,  made  known  by  the  voyagers, 
connecting  each  great  feature  with  the  man  who  discovered 
it,  and  emphasizing  the  way  the  early  mistakes  about  Amer- 
ica were  removed  by  later  voyagers.  The  pupils  should  also 
understand  what  European  countries  held  these  lands,  or,  at 
least,  had  claims  to  them  at  the  end  of  the  century. 


SEVENTH  GRADE. 

The  subject  is  the  exploration  and  settlement  of  North 
America  and  the  growth  of  the  colonies  until  the  close  of  the 
French  and  Indian  War.  Enough  of  the  European  back- 
ground is  included  to  make  plain  the  events  in  America  which 
had  their  causes  in  England  or  Europe.  A  few  great  Euro- 
pean figures,  which  belong  to  the  world  history,  are  also 
introduced. 

A.   THE  FIRST  SETTLEMENTS   OF  THE  THREE 

RIVALS   OF  SPAIN, 
i.  NORTH  AMERICA,  GEOGRAPHICAL  CONDITIONS. 

The  teacher  should  here  show  the  relation  between 
the  territory  'explored  and  the  territory  settled  by 
each  nation  in  order  to  make  the  story  continuous. 

This  topic  has  one  unit  of  value. 

In  the  sixteenth  century  the  Spaniards  had  settled 
in  Mexico,  the  English  had  attempted  to  settle  on  the 
Atlantic  Coast,  the  French  had  attempted  to  settle  on 
the  St.  Lawrence.  In  which  region  were  the  climate, 
natural  resources,  and  the  general  situation  most  ad- 
vantageous for  a  new  settlement  ?  Here  is  an  oppor- 
tunity for  the  pupils  to  consider  whether  Spain  or  her 
rivals,  or  which  of  her  rivals,  had,  from  the  geograph- 
ical point  of  view  the  best  chance  to  win  a  colonial 
empire.  The  subject  may  again  be  presented  under 
the  form  of  a  race.  As  each  step  of  England,  Hol- 
land, or  France  is  taken,  the  original  situation  may  be 
reviewed. 


THE   STUDY  OF  HISTORY  49 

Difficulty  of  reaching  the  rich  Mississippi  Valley 
across  the  mountains.  The  approach  by  the  Mo- 
hawk; the  approach  by  the  upper  Potomac  and  upper 
Ohio;  by  Cumberland  Gap;  by  the  Great  Lakes;  the 
approach  from  Mexico  overland,  or  by  using  the  Gulf 
of  Mexico  and  the  Mississippi  River. 

This  should  be  treated  very  simply,  with  the  aim  of 
attracting  the  attention  of  the  pupil  at  the  outset  to 
the  Mississippi  Valley  geographically.  It  is  not  neces- 
sary to  adopt  the  particular  line  of  thought  suggested, 
if  in  some  better  way  the  end  be  reached. 

2.  GETTING  TO  THE  COLONIES. 

This  topic  has  one  unit  of  value. 

Ships  of  the  time.  The  sufferings  of  sailors  and 
passengers  on  long  voyages. 

What  a  colonizing  company,  like  the  English,  Lon- 
don, or  Plymouth  Companies,  was.  Why  men  bought 
shares  in  such  companies. 

The  way  emigrants  arranged  with  the  companies 
to  go  to  the  new  colonies;  what  they  were  obliged  to 
bring  with  them. 

TEACHERS'  LIST  : — Coman :  Industrial  History  of  the  United 

States,  chap.  II. 

Egerton :  Origin  and  Growth  of  English 
Colonies,  chap.  IV. 

3.  THE  FIRST  ENGLISH  SETTLEMENT. 
This  topic  has  three  units  of  value. 

Land  controlled  by  the  London  Company.  The  first 
settlers  sent  out.  Hardships  of  the  voyage  and  at 
Jamestown.  Story  of  John  Smith. 

Occupations  of  the  early  settlers.  Their  relations 
with  the  Indians;  how  the  settlers  communicated  with 
the  Indians.  The  first  negro  slaves;  indentured  ser- 


50  THE   STUDY  OF  HISTORY 

vants.  How  the  settlers  began  in  1619  to  have  an 
assembly  of  representatives. 

Fiske:  Old  Virginia  and  Her  Neighbors,  chaps. 
II,  III,  IV,  and  V. 

Bancroft:  History  of  the  United  States,  chap.  VI. 

In  treating  these  topics  the  pupils  should  be  directed 
mainly  to  the  actual  life  of  the  early  settlers.  These 
primitive  conditions  and  the  ways  adopted  in  order 
to  begin  living  in  the  wilderness  are  especially  interest- 
ing to  children.  They  will  not  be  much  stirred  by 
the  fact  of  the  Virginia  Assembly;  that  they  understand 
its  significance  fully  need  not  be  insisted  on. 

TEACHERS'  LIST: — Green:  Short  History  of  the  English 

People. 
Lodge:  Short  History  of  the  English 

Colonies  in  America. 
Eggleston:  Transit  of  Civilization. 
— — •  Beginners  of  a  Nation. 
Earle:  Costumes  of  Colonial  Times. 
Fiske :  Old  Virginia  and  Her  Neighbors, 

chaps.  II,  III,  IV,  V. 
Bancroft:  History  of  the  United  States, 

chap.  VI. 

CHILDREN'S  LIST: — Eggleston:  Our  First  Century,  pp.  21- 
41. 

Smith  and  Button:  The  Colonies. 

Guerber:  Story  of  the  Thirteen  Colo- 
nies, pp.  87-101. 

Hart:  Colonial  Children,  pp.  98-104, 
149-153,  165-170. 

Johnonot :  Stories  of  Our  Country,  pp. 

I5-25- 


IN  THE  ELEMENTARY   SCHOOLS  51 

B.    EXILES     FOR     POLITICAL     OR     RELIGIOUS 

CAUSES. 

The  topics  under  this  general  subject  touch  the  local 
history  of  several  of  the  Atlantic  states.  It  would  be  advis- 
able for  the  schools  of  these  states  to  give  a  more  extended 
attention  to  the  beginnings  of  colonial  life  within  their  own 
borders.  This  may  be  done  by  adding  other  topics  at  the 
point  where  these  colonial  beginnings  should  be  treated  or  by 
treating  in  greater  detail  those  suggested  here.  Such  a  study 
of  local  history  will  add  interest. 

i.  THE   FIRST   EXILES  FOR    CONSCIENCE   SAKE; 
THE  PILGRIMS. 

This  topic  has  four  units  of  value. 

Why  they  left  their  English  home  for  Holland. 

This  should  include  a  simple  explanation  that 
Queen  Elizabeth  and  King  James  thought  it  the  duty 
of  every  good  Englishman  to  attend  the  religious  ser- 
vices ordered  by  law,  while  the  Pilgrims  believed  that 
government  should  not  meddle  in  these  matters. 
They  also  thought  that  the  ordinary  services  of  the 
English  Church  resembled  the  Catholic  services,  and 
disliked  them  on  this  account. 

The  voyage  to  New  England.  How  the  Pilgrims 
arranged  to  be  sent  out,  story  of  the  voyage  and  the 
landing. 

Early  years  of  Plymouth  colony:  the  hardships  of 
the  first  year;  occupations;  relations  with  the  Indians; 
Miles  Standish  and  Massasoit. 
TEACHERS'  LIST: — Hill:  Liberty  Documents,  chap.  VI. 

Bancroft:  History  of  the  United  States, 

chap.  XII. 

Fiske:  The  Beginnings  of  New  England, 
chap.  II. 


52         x         THE  STUDY  OF  HISTORY 

Eggleston:  The  Beginners  of  a  Nation. 

The  Transit  of  Civilization. 

Doyle:  English  Colonies. 
Drake:  The  Making  of  New  England. 
Lodge :  The  English  Colonies  in  America. 
Bradford:  Journal. 

2.  THE  PURITANS  PLAN  TO  EMIGRATE. 
This  topic  has  two  units  of  value. 

King  Charles  and  his  Parliament,  the  political 
reason,  a  quarrel  about  taxes. 

A  simple  explanation  of  the  principal  points  in  the 
dispute  along  such  lines  as  this:  nowadays  people 
decide  through  their  congressmen  or  representatives 
what  taxes  they  shall  pay  and  how  the  money  shall  be 
spent.  Englishmen  in  King  Charles's  day  thought  he 
had  no  right  to  collect  taxes  without  the  consent  of 
their  representatives  in  Parliament.  In  a  document 
called  the  Petition  of  Right  they  asked  him  to  agree 
to  do  this  no  more.  He  consented,  but  afterward 
quarrelled  with  Parliament,  dismissed  or  dissolved  it, 
and  meant  never  to  summon  another.  This  naturally 
caused  many  men  to  fear  that  the  king  would 
become  a  tyrant  and  take  away  much  of  their  property. 

Who  were  the  Puritans?  In  what  did  they  resemble 
the  Pilgrims  ?  Their  dislike  of  ceremonies  which  were 
similar  to  those  of  the  Catholic  Church.  In  what  they 
differed  from  the  Pilgrims:  They  did  not  wish  to 
withdraw  from  the  Church,  but  to  have  its  services 
conducted  as  they  thought  they  should  be  conducted. 
Story  of  Puritan  life,  manners  and  customs  in  Eng- 
land. 

The  Puritans,  with  such  motives  for  leaving  the 
country,  form  the  Massachusetts  Bay  Company,  and 
plan  to  emigrate,  taking  the  charter  of  their  Company 
with  them. 

Gardiner:  The  Puritan  Revolution. 


IN  THE  ELEMENTARY  SCHOOLS  53 

TEACHERS'  LIST: — Motley:  Dutch  Republic. 

Griffis:  Brave  Little  Holland. 
Bradford:  Journal. 
Goodwin:  The  Pilgrim  Republic. 
Drake:  History  of  New  England. 
Green:   Short  History  of  the  English 
People. 

CHILDREN'S  LIST: — Tiffany:  Pilgrims  and  Puritans. 

Stone  and  Fickett:  Every-day  Life  in 

the  Colonies,  pp.  1-36. 
Hart:  Colonial  Children. 
Eggleston:  Our  First  Century;  pp.  61- 

82. 

3.  THE  GREAT  EMIGRATION. 

This  topic  has  four  units  of  value. 

Settlement  of  Boston,  describing  the  voyage,  the  sites 
chosen  for  settlement,  early  growth  of  the  colony,  its 
occupations.  Map — careful  attention  to  frontier  line : 
see  Channing's  map. 

How  the  Puritans  governed  themselves:  in  churches 
much  like  those  of  the  Pilgrims,  their  town  meetings, 
and  their  General  Court. 

Emigration  from  Massachusetts  to  Connecticut,  the 

journey  through  the  woods;  Thomas  Hooker  and  the 

settlements  about  Hartford;  settlement  of  New  Haven. 

Bancroft :  History  of  the  United  States,  chap.  XIV. 

Fiske:  The  Beginnings  of  New  England,  chap. 

III. 
Drake:  The  Making  of  New  England. 

TEACHERS'  LIST: — Fisher:  Colonial  Era,  pp.  102,  112. 

Eggleston :  The  Beginners  of  a  Nation, 

p.   225. 
Transit  of  .Civilization,  pp.  273- 

3°7- 
Also  Bancroft  and  Fiske. 


54  THE   STUDY   OF  HISTORY 

CHILDREN'S  LIST: — Pratt:  America's  Story,  Vol.  Ill,  pp. 

120-131. 

Tiffany:  Pilgrims  and  Puritans. 
Hart:  Source  Readers,  Vol.  I. 
Andrews:  Ten  Boys,  pp.  191-207. 

4.  OTHER  EXILES. 

This  topic  has  three  units  of  value. 

Roger  Williams,  his  troubles  in  Massachusetts,  his 
settlement  at  Providence,  his  relations  with  the  In- 
dians, his  key  to  the  Indian  language. 

Bancroft:  History  of  the  United  States,  chap.  XV. 

Fiske :  The  Beginnings  of  New  England,  chap.  III. 

Lord  Baltimore  and  the  founding  of  Maryland; 
how  without  the  aid  of  a  company  he  procured  a 
grant  of  land  and  rights  of  settlement:  arrangement 
he  made  with  his  emigrants. 

Reasons  English  Catholics  had  for  desiring  to  emi- 
grate; the  harsh  laws  forbidding  their  worship;  Lord 
Baltimore  founds  Maryland  especially  for  them,  but 
allows  Protestants  also  to  settle  there. 
Roger  Williams. 

TEACHERS'  LIST: — Eggleston:  Beginners  of  a  Nation. 

Hart:  Contemporaries,  Vol.  Ill,  p.  115. 
Bancroft:  History  of  the  United  States, 

chap.  X. 
Fiske :  Old  Virginia  and  Her  Neighbors, 

chap.  VIII. 

Old  Virginia  and  Her  Neighbors, 

•  Vol.  I,  pp.  269,  270. 
Gambrill:  History  of  Maryland. 
Lodge:  Colonies,  pp.  113,  114. 


IN  THE   ELEMENTARY   SCHOOLS  55 

CHILDREN'S  LIST: — Pratt:  America's  Story,  Vol.  Ill,  pp. 

132,  152. 

Southworth:  Builders  of  Our  Country, 
chap.  XIX. 

5.  PURITAN  AND  CAVALIER  IN  ENGLAND. 
This  topic  has  two  units  of  value. 

John  Hampden  and  the  Ship  Money. 

War  between  King  and  Parliament,  treated  with  the 
career  of  Cromwell  as  the  centre  of  interest,  with  such 
minor  topics  as  "The  Ironsides,"  Cromwell  at  Mars- 
ton  Moor  or  at  Naseby. 

Triumph  of  Parliament,  execution  of  the  king, 
brief  statement  about  the  rule  of  Cromwell,  the 
Restoration,  the  Regicide  Judges  in  New  England. 

These  topics  should  be  treated  simply,  with  no  at- 
tempt at  comprehensive  description  or  explanation. 

TEACHERS'  LIST: — Green:  Short  History  of  the  English 

People,  pp.  509-533. 
Kendall:  Source  Book,  pp.  222-268. 
Gardiner:  The  Puritan  Revolution. 
Firth:  Cromwell. 

CHILDREN'S  LIST: — Warren:  Stories  from  English  History, 
pp.  258-292. 

Blaisdell:  Stories  of  English  History. 
I 

6.  NEW  EXILES  FROM  ENGLAND. 

This  topic  has  three  units  of  value. 

Laws  in  England  which  made  worship  other  than 
that  of  the  State  Church  difficult,  the  Five  Mile  Act, 
the  Conventicle  Act.  Imprisonment  of  Bunyan,  an 
illustration. 

William  Penn,  his  aim  in  purchasing  the  Jerseys, 
obtains  the  charter  for  Pennsylvania.  The  English 


56  THE   STUDY  OF  HISTORY 

Quakers.  Settlement  of  Pennsylvania,  relations  with 
the  Indians,  religious  liberty.  Philadelphia. 

Bancroft:  History  of  the  United  States,  chap.  XVI. 

Fiske :  The  Dutch  and  Quaker  Colonies  in  Amer- 
ica, chap.  XII. 

Huguenot  exiles.  Who  the  Huguenots  were  (re- 
call Coligny);  where  they  were  allowed  to  worship; 
King  Louis  XIV  revokes  the  Edict  granting  them 
these  privileges;  the  exiles  to  Germany,  England,  and 
America.  Contrast  the  folly  of  King  Louis  with  the 
good  judgment  of  his  father's  great  minister,  Richelieu, 
who,  though  a  cardinal,  allowed  the  Huguenots  to  wor- 
ship in  peace. 

Perkins:  France  Under  the  Regency,  chap.  VI; 

Baird:  Huguenots  and  the  Revocation  of  the 
Edict  of  Nantes. 

The  teacher  should  recall  that  the  religious  troubles 
in  England  during  this  period  were  not  the  only  ones, 
nor  did  they  lead  to  such  destructive  wars  as  did  those 
in  Germany,  resulting  in  the  terrible  Thirty  Years' 
War.  It  may  be  possible  to  interest  the  pupils  in  this 
momentous  struggle  by  centering  their  attention  on 
Gustavus  Adolphus  and  his  campaign  in  Germany, 
explaining  why  he  is  regarded  as  one  of  the  world's 
greatest  generals,  or  by  telling  the  tragic  story  of  Wal- 
lenstein. 

Fletcher:  Gustavus  Adolphus. 

For  Wallenstein,  Henderson :  History  of  Germany, 
chap.  XVIII. 

TEACHERS'  LIST: — Green:  Short  History  of  the  English 

People,  pp.  663,  668. 
Fiske :  Dutch  and  Quaker  Colonies,  Vol. 

II,  p.  114. 
Hart:  Contemporaries,  Vol.  II,  p.  114. 

CHILDREN'S  LIST: — Southworth;  Builders,  chap.  XX, 


IN  THE  ELEMENTARY  SCHOOLS  57 

C.  COLONIAL  RIVALRIES. 

1.  EARLY  CONFLICTS. 

This  topic  has  two  units  of  value. 

In  the  West  Indies,  the  Buccaneers:  settlements  of 
English,  French,  and  Dutch  within  region  claimed  by 
Spain.  West  Indian  plantations  compared  with  Vir- 
ginian plantations. 

Payne:  European  Colonies,  chap.  IV. 
Peter  Stuyvesant  and  life  at  New  Amsterdam,  rela- 
tions with  the  English.  The  Navigation  Laws,  re- 
sulting in  war  between  England  and  Holland;  stories 
of  Blake  and  Van  Tromp.  New  Amsterdam  becomes 
New  York. 

Andrews:  Colonial  Self-government,  chap.  I. 

Fiske:  Dutch  and  Quaker  Colonies  in  America. 

A  simple  explanation  of  the  European  settlements 
in  the  West  Indies  is  important  because  of  the  new  re- 
lation of  the  United  States  to  this  group.  In  treating 
the  Navigation  laws,  which  were  part  of  the  cause  of 
war  between  the  English  and  the  Dutch,  only  enough 
detail  should  be  given  to  show  how  these  laws  were 
intended  to  cripple  Dutch  commerce.  During  the 
first  half  of  the  seventeenth  century  the  Dutch  did 
more  of  the  world's  carrying-trade  than  did  the  Eng- 
lish. They  seemed  to  some  Englishmen  more  dan- 
gerous to  England's  commercial  development  than 
ever  Spain's  power  had  been. 

2.  THE  FRENCH  IN  THE  MISSISSIPPI  VALLEY. 
This  topic  has  four  units  of  value. 

Story  of  Marquette  (recall  earlier  work  of  Cham- 
plain). 

Parkman :  La  Salle  and  the  Discovery  of  the  Mis- 
sissippi, chap.  V.. 


I  THE  STUDY  OF  HISTORY 

La  Salle' s  journeys  and  conflicts;  his  death.  Chief 
French  settlements  in  the  West;  Detroit,  Vincennes, 
Kaskaskia,  New  Orleans. 

Map:  for  routes  and  boundaries. 
Thwaites:  Life  of  Marquette. 
Parkman:  La  Salle  and  the  Discovery  of  the 
Mississippi,  chaps.  VI-XXVII. 

Struggle  for  a  Continent,   Marquette,   pp. 

186-195;  La  Salle,  pp.  195-223. 
Hinsdale:  Old  Northwest,  chaps.  III-IV. 
Fiske:  Discovery  of  America,  chap.  XII. 
One  unit  should   be  devoted   to   the  Spanish  in 
Florida. 

3.  THE  ARRIVAL  OF  THE  DUTCH. 
This  topic  has  three  units  of  value. 

Henry  Hudson,  aim  of  his  voyage,  why  the  Dutch 
wanted  a  more  direct  route  to  the  Spice  Islands,  the 
discovery  of  "Hudson"  River.  Maps. 

Manhattan  Island,  a  Dutch  trading  post,  relations 
with  the  Indians.  Trading  post  at  Albany;  gateway 
to  the  Mohawk  Valley  and  the  Great  Lakes,  to  the 
north  by  Lake  Champlain. 

The  attempt  to  attract  settlers  to  the  Hudson  River 
valley,  the  patroons. 

Fiske :  The  Dutch  and  Quaker  Colonies  in  Amer- 
ica, chaps.  Ill  and  V. 

Bancroft:  History  of  the  United  States,  chaps. 
XII-XIII. 

TEACHERS'  LIST: — Irving:  Knickerbocker's  History  of  New 
York. 

Sketch  Book. 

Fiske:  Dutch  and  Quaker  Colonies. 
Barr:  A  Bow  of  Orange  Ribbon. 
Motley:  Rise  of  the  Dutch  Republic. 
Griffis:  -Brave  Little  Holland. 


IN  THE  ELEMENTARY   SCHOOLS  59 

CHILDREN'S  LIST: — Hart:  Colonial  Children,  p.  140. 

Pratt:  America's  Story,  II,  pp.   137- 
143;  III,  pp.  86-104. 

4.  THE  FIRST  FRENCH  SETTLEMENTS. 
This  topic  has  two  units  of  value. 

Settlements  at  Quebec  and  Montreal,  houses  and 
fortifications,  occupations  of  the  settlers  compared 
with  those  of  Virginia  settlers. 

Geographical  opportunity  of  St.  Lawrence  and 
Lakes. 

Champlain,  his  journeys  and  explorations,  his  ex- 
pedition against  the  Iroquois  and  its  consequences; 
feud  between  the  Iroquois  and  the  Algonquins;  the 
sufferings  of  the  Jesuit  missionaries. 

Parkman :  Pioneers  of  France  in  the  New  World, 
chaps.  IX  and  X. 

TEACHERS'  LIST: — Parkman:  Struggle  for  a  Continent,  pp. 
83-96,  Quebec;  pp.  96-107,  Iroquois; 
pp.  135-141,  Montreal;  pp.  149-152, 
Missionaries. 

The  Pioneers  of  France,  chap.  I. 

Fiske:  New  France  and  New  England. 

New  France  and  New  England, 

chaps.  VII-X. 

Old  Virginia  and  Her  Neighbors, 


Vol.  II. 
Hart:  Contemporaries,  II. 

,     Source  Book. 

Bacon's  Rebellion. 

Doyle:  Colonies,  Vol.  I,  pp.  247,  253. 

CHILDREN'S  LIST  :— Southworth :    Builders,    chaps.    XV- 
XVIII;  chap.  XXII. 

Builders   of   Our   Country,  pp. 

16-17-24. 


60  THE   STUDY   OF  HISTORY 

Hart:  Colonial  Children. 

Pratt:  II,  pp.  68-77;  m>  76-86. 

D.  GROWTH  OF  THE  ENGLISH  COLONIES. 

This  topic  has  three  units  of  value. 

The  New  England  Confederacy,  King  Philip's  War. 
Fiske:  The  Beginnings  of  New  England,  chaps. 
IV-V. 

Virginia,  troubles  with  the  Indians,  discontent  with 
the  governors,  Bacon's  Rebellion. 

Fiske:  Old  Virginia  and  Her  Neighbors,  Vols.  I 
and  II. 

Expansion  of  the  English  colonies  Southward  and 

Westward,  the  study  of  geographical  conditions  very 

important.     Founding  of  the  Carolinas  and  Georgia. 

Bancroft:  History  of  the  United  States,  Part  I, 

chap.  II. 

CHILDREN'S  LIST: — Eggleston:  Life  in  the  Eighteenth  Cen- 
tury, pp.  32-39. 

Guerber:  Stories  of  the  Thirteen  Colo- 
nies, p.  165. 

E.  STRUGGLE  FOR  COLONIAL  EMPIRE  BETWEEN 
ENGLAND  AND  FRANCE. 

Before  the  English  rivalry  with  the  Dutch  ceased, 
thoughtful  English  statesmen  began  to  realize  that  the  French 
had  become  still  more  dangerous  rivals.  This  is  illustrated 
by  the  fact  that  in  1672  the  English  were  the  allies  of  Louis 
XIV  in  his  war  with  the  Dutch,  and  that  before  the  war  was 
over  the  English  wanted  to  join  the  Dutch  against  Louis. 
This  European  situation  is  the  background  of  some  interest- 


IN  THE  ELEMENTARY  SCHOOLS  61 

ing  colonial  history  in  America,  but  it  is  too  complex  to  be 
interesting  to  seventh  grade  pupils.  Perhaps  the  contrast 
between  the  great  king  in  his  luxurious  court  at  Versailles 
and  the  rich  burghers  of  republican  Holland  would  serve  as 
an  introduction  to  a  little  explanation  which  could  be  fol- 
lowed by  the  story  of  the  cutting  of  the  dikes  to  save  Am- 
sterdam, and  by  the  statement  that  to  prevent  the  English 
Parliament  from  voting  to  declare  war  on  Louis,  the  latter  paid 
Charles  a  heavy  sum  to  dismiss  it.  A  few  years  later  came 
the  revolution  of  1688  in  England,  which  drove  the  bad  Eng- 
lish king's  brother  James  from  the  throne  and  gave  the  throne 
to  Prince  William,  leader  of  the  Dutch. 

Hassall:  Louis  XIV,  chap.  VI. 

Farmer:  Versailles. 

1.  THE    DUTCH    AND    THE    ENGLISH    AGAINST 

FRANCE. 

This  topic  has  two  units  of  value. 

Revolution  of  1688  in  England.  King  James  at- 
tempts to  act  like  his  father,  Charles  I,  and  his  crown 
is  given  to  his  daughter  and  her  husband,  Prince 
William.  Bill  of  Rights.  Illustrate  new  tyranny  of 
the  Stuarts  by  the  story  of  Sir  Edmund  Andros  and 
the  charters.  England  and  Holland  unite  in  the  war 
against  France. 

Green :  Short  History,  chap.  IX,  sects.  6,  7. 

Andrews:  Colonial  Self-government,  chap.  XVII. 

Hill,  Liberty  Documents,  chap.  IX. 

2.  THE  COLONIES  AT  WAR. 

This  topic  has  one  unit  of  value. 

Explain  that  the  war  in  America  was  but  an  echo 
of  the  war  in  Europe. 


62  THE   STUDY   OF  HISTORY 

Border  warfare  in  William'1  s  and  Anne's  reigns, 
part  of  wars  in  Europe.  Their  influence  in  uniting 
the  colonies  and  in  giving  them  a  common  patriotism. 
Results  of  the  war.  French  cede  Acadia.  France 
impoverished,  though  the  grandson  of  the  French  king 
becomes  King  of  Spain.  These  may  all  be  covered  in 
one  exercise,  if  deemed  advisable. 

Greene:  Provincial  America,  chaps.  VII,  VIII, 

IX,  X. 

Green:  Short  History,  chap.  IX,  sects.  8,  9. 
Parkman:  Struggle  for  a  Continent,  pp.  234-286. 

3.  BEGINNINGS  OF  THE  FINAL  STRUGGLE. 
This  topic  has  one  unit  of  value. 

England  and  France  take  opposite  sides  in  the 
struggle  between  Frederick  II  of  Prussia  and  Maria 
Theresa  of  Austria  over  Silesia.  Simple  explanation 
of  what  Prussia  and  Austria  were  at  the  time,  with 
the  story  of  Frederick's  boyhood  and  the  story  of 
Maria  Theresa's  appeal  to  her  nobles  for  aid,  and 
their  response.  Maps. 

Henderson:  Short  History  of  Germany,  II,  chap. 
IV. 

American  incidents  of  this  conflict,  called  in  Amer- 
ica King  George's  War. 

The  pupils  should  be  interested  in  the  fact  that  the 
struggle  extended  to  India,  involving  the  rival  trading 
companies  of  the  two  nations,  and  that  at  this  time 
began  the  system  of  ruling  India  by  controlling  the 
native  princes,  a  system  which  served  as  the  founda- 
tion of  the  British  empire  in  India. 

Dupleix  and  Clive  in  India.  Situation  of  the  Eng- 
lish and  French  East  India  Companies  at  Madras  and 
Pondicherry;  success  of  Dupleix  in  controlling  the  na- 
tive princes;  utilizing  the  superiority  of  European 


IN  THE   ELEMENTARY   SCHOOLS  63 

trained  soldiers  over  the  untrained  masses  of  natives. 
Clive  and  the  defense  of  Arcot.     Maps. 
TEACHERS'  LIST: — Hunter:   Brief  History  of  the  Indian 

Peoples. 
Mallison:  Dupleix. 

Lord  Clive. 

Perkins:  Louis  XV,  chap.  IX. 
Seeley:  Expansion  of  England,  pp.  228- 
250. 

CHILDREN'S  LIST: — Blaisdell:  Story  of  American  History, 

pp.  112-114. 

Eggleston :  Life  in  the  Eighteenth  Cen- 
tury, pp.  22-26,  52-60. 

The  importance  of  these  topics  comes  from  their 
relation  to  the  struggle  which  followed.  Moreover, 
Frederick  the  Great  is  one  of  the  chief  characters  of 
modern  history. 

Eggleston:  Life  in  the  Eighteenth  Century,  pp. 

61-84. 
Hart:  Colonial  Children,  pp.  138-141. 

4.  CAUSES  OF  CONFLICT  IN  AMERICA. 

(Review  the  original  explorations  and  the  growth  of 
settlements  until  the  close.) 

This  topic  has  three  units  of  value. 

The  Virginians  and  French  clash  in  the  Ohio  Valley. 
Albany  Congress. 

CHILDREN'S  LIST: — Blaisdell:  Story  of  American  History, 

pp.  112-121. 
Pratt:  America's  Story,  Vol.   IV.,  pp. 

51-63.  (Late  Colonial  Period.) 
Parkman:   Struggle  for  a  Continent, 

PP-  340-350- 

Montcalm    and   Wolfe,    chaps. 

V-VI. 


64  THE   STUDY  OF  HISTORY 

The  Braddock  Expedition. 

Parkman:  Montcalm  and  Wolfe,  chap.  VII. 
Montcalm  and  Wolfe,  and  the  fight  for  Canada. 
Parkman:  Montcalm  and  Wolfe,  chaps.  XXV, 

XXVII,  XXVIII. 
Bancroft:  History  of  the  United  States,  Part  III, 

chaps.  VIII  and  XIV. 
Wilson:  George  Washington,  chap.  III. 

5.  CLOSE  OF  THE  WAR. 

This  topic  has  one  unit  of  value. 

The  French  and  Indian  War  was  in  Europe  the 
Seven  Years'  War. 

France  was  now  the  ally  of  Austria  and  England  of 
Frederick  the  Great.  It  should  be  explained  that 
France  could  have  defended  her  colonies  more  suc- 
cessfully had  she  not  meddled  in  the  conflict  between 
Maria  Theresa  and  Frederick.  France  divided  her 
energies,  and  in  trying  to  control  the  Continent  lost 
control  of  the  sea,  and  so  of  her  route  to  the  colonies. 

CHILDREN'S  LIST: — Hart:  Colonial  Children,  pp.  135-138, 

i^S-^o- 
Blaisdell:  Story  of  American  History, 

pp.  122-126. 

Eggleston:  Life  in  the  Eighteenth  Cen- 
tury, pp.  92-106. 

Terms  of  peace  for  America,  incidentally  for  India. 
The  new  colonial  empire  of  England.    How  England 
began  to  govern  the  French  in  Canada.     Impression 
this  policy  made  in  the  English  colonies. 

Newcomers  and  political  condition  of  America  at 
close  of  French  and  Indian  War.  Reviews  of  this 
war  in  American  colonies. 

Parkman:  Montcalm  and  Wolfe,  chap.  XXXI. 
Bancroft:  History  of  the  United  States,  Part  III, 
chap.  XIX. 


IN  THE  ELEMENTARY  SCHOOLS  65 

F.  FROM  COLONIES  TO  COMMONWEALTH. 

1.  THE  COUNTRY  ACROSS  THE  ALLEGHANIES. 
This  topic  has  three  units  of  value. 

The  policy  of  the  English  government  in  regard  to 
these  lands.  Surveying  and  settling  in  Western 
Pennsylvania  and  on  the  Ohio.  The  Scotch-Irish. 
Mapwork.  Early  explorations  and  attempts  at  set- 
tlement in  Kentucky  and  Tennessee. 

The  Settlers  on  the  southern  border  and  the  Indians. 

TEACHERS'  LIST: — Hill:  Liberty  Documents,  XVI. 

Eggleston:  Life  in  the  Eighteenth  Cen- 
tury, pp.  183-193. 

Roosevelt:  The  Winning  of  the  West, 
chaps.  VII,  X. 

CHILDREN'S  LIST: — Bass:  Stories  of  Pioneer  Life,  pp.  54- 

69. 

Baldwin:  Discovery  of  the  Old  North- 
west. 

Conquest  of  the  Old  North-west. 

Hart:  Colonial  Children,  pp.  94-100. 

2.  SOCIAL  LIFE,  INDUSTRY  AND  TRADE  IN  THE 

COLONIES. 

This  topic  has  four  units  of  value. 

Occupations;  the  Northern  farm,  the  Southern 
plantation,  colonial  seamen;  medium  of  exchange, 
location  of  houses  on  rivers  or  roads. 

Social  conditions;  slavery  in  the  South,  other  forms 
of  service  in  the  colonies,  social  customs  North  and 
South.  Comparison  of  conditions  elsewhere;  an  Eng- 
lish or  French  colony  in  the  West  Indies,  a  Spanish 
colony. 


66  THE  STUDY  OF  HISTORY 

Only  through  a  simple  comparison  is  it  possible  to 
understand  the  causes  and  meaning  of  the  varying 
conditions. 

Fiske:  Old  Virginia  and  Her  Neighbors,  chap. 

XIV. 
Weeden:  Economic  and  Social  History  of  New 

England. 

Earle:  Customs  and  Fashions  in  Old  New  Eng- 
land. 

3.  GOVERNMENT  IN  THE  COLONIES. 
This  topic  has  three  units  of  value. 

The  Crown  and  the  People;  what  the  colonial  gov- 
ernor did,  the  rights  of  representative  assemblies,  the 
towns,  parishes,  or  counties. 

Kinds  of  colonial  governments;  difference  between 
Connecticut  and  Massachusetts,  difference  between 
New  York  and  Pennsylvania.  Comparison  of  other 
colonies. 

Hill:  Liberty  Documents,  chap.  X. 
Comparison  with  other  European  colonies;  with  the 
French    West    Indies;    with    the    Spanish- American 
colonies. 

Frothingham:  Rise  of  the  Republic,  chap.  IV. 
Parkman:  Montcalm  and  Wolfe,  chap.  II. 

TEACHERS'  LIST: — Green:  Short  History  of  the  English 

People. 

Kendall:  Source  Book,  pp.  350,  362. 
Morse:  Washington. 
Lodge:  The  American  Revolution. 
Hill:  Liberty  Documents. 
Hart:  Contemporaries. 

CHILDREN'S  LIST:— Warren:  Stories  from  English  History, 

pp.  362-372. 

Kendall:  Source  Book,  pp.  350,  362. 
Coffin:  Boys  of  '76. 


IN  THE   ELEMENTARY   SCHOOLS  67 

Hart:  Camps  and  Firesides,  pp.  153- 

3°9- 
South  worth:  Builders  of  Our  Country, 

chaps.  I-IX. 
Brooks:  Stories  of  the  Old  Bay  State, 

pp.  109  to  138. 

Guerber:  Story  of  the  Thirteen  Colo- 
nies, p.  196. 
Blaisdell:  Story  of  American  History, 

pp.  222-326. 
Johonnot:  Stories  of  Our  Country,  pp. 

85-177. 
Eggleston :  Life  in  Eighteenth  Century, 

pp.  107-182. 

4.  GRIEVANCES  OF  THE  COLONIES,  causes  of  the 
Revolution. 

This  topic  has  four  units  of  value. 

Before  the  Stamp  Act;  attitude  of  England  and 
Colonies  to  a  standing  army;  operation  of  the  Naviga- 
tion Acts,  the  Sugar  Act,  the  relative  amount  of  taxa- 
tion determined  by  Parliamentary  acts;  English  and 
American  views  of  what  representation  meant. 

Resistance  to  new  taxes;  the  Stamp  Act,  its  repeal 
with  the  attempt  to  enforce  the  principle  by  the  Town- 
send  Revenue  Acts,  Samuel  Adams  and  Patrick 
Henry,  Whig  defenders  of  the  American  cause,  Pitt 
and  Burke;  George  III  and  his  friends. 

Beginnings  of  violent  resistance;  interference  with  the 
landing  or  sale  of  taxed  tea,  retaliation  by  Parliament; 
Committees  of  Correspondence,  First  Continental 
Congress.  Local  grievances. 

Trevelyan :  The  American  Revolution,  chaps.  II, 

III,  IV,  VII,  VIII. 

Fiske:  The  American  Revolution,  chaps.  I,  II,  III. 
Tyler:  Patrick  Henry,  chap.  IX. 
Hosmer:  Samuel  Adams,  chaps.  V-XVI. 


68  THE   STUDY   OF  HISTORY 

5.  OPENING  OF  THE  REVOLUTIONARY  WAR. 

This  topic  has  three  units  of  value. 

The  first  fighting;  Lexington,  Bunker  Hill,  or  other 
local  conflicts;  make-up  of  the  English  and  colonial 
armies. 

Independence;  how  the  colonies  received  the  news 
from  Massachusetts;  how  it  was  received  by  parties 
in  England;  sentiment  in  America  for  and  against 
independence;  signing  the  Declaration. 
Hill:  Liberty  Documents. 

Organization  of  the  colonies  into  States,  and  of  the 
States  into  the  Confederation;  how  the  States  were 
formed;  the  Committees  of  Correspondence  and  of 
Safety;  the  Congress. 

Bancroft:  The  History  of  the  United  States,  Vol. 

IV,  chaps.  X,  XIV,  XXVIII. 

Fiske:  The  American  Revolution,  chaps.  Ill,  IV. 
Trevelyan:   The   American    Revolution,    chaps. 

VIII,  IX. 

Lodge:  Story  of  the  Revolution. 
Hosmer:  Samuel  Adams,  chaps.  XIX-XX. 

6.  PERIOD  OF  DIFFICULTY. 

This  topic  has  three  units  of  value. 

Struggle  about  New  York;  loss  of  New  York;  retreat 
through  the  Jerseys;  recovery  at  Trenton  and  Princeton. 

Burgoyne's  expedition;  aim,  causes  of  failure,  effects 
of  struggle.  Map  routes. 

Loss  of  Philadelphia;  Brandywine  and   German- 
town,  Valley  Forge.     Plots  against  Washington. 
'  This  work  should  be  grouped  as  much  as  possible 
about  Washington.     In  treating  battles,  only  signi- 
ficant incidents  should  be  mentioned. 

Bancroft:  The  History  of  the  United  States,  Vol. 

V,  chaps.  VI,  VII,  XI-XIII. 


IN  THE  ELEMENTARY  SCHOOLS  69 

Fiske:  The  American  Revolution,  chaps.  V,  VI, 

VII. 

Lodge:  Story  of  the  Revolution. 
Wilson:  George  Washington,  chap.  VII. 

7.  STRUGGLE  WEST  OF  ALLEGHANIES. 
This  topic  has  three  units  of  value. 

The  North-west;  attitude  of  French,  attitude  of  In- 
dians. Map  knowledge. 

Story  of  George  Rogers  Clark  and  the  results  of  his 
work. 

Churchill:  The  Crossing. 

Roosevelt:  The  Winning  of  the  West,  Vol.  II, 

chaps.  II -III. 
Fiske:  The  American  Revolution,  chap.  II. 

CHILDREN'S  LIST: — Tappan :  American  History  Stories,  pp. 

185-193- 

Stone  and  Fickett:   Days  and  Deeds, 
pp.  16-36. 

8.  THE  FRENCH  ALLIANCE. 

This  topic  has  three  units  of  value. 

Reasons  for  it;  the  grudge  against  England;  enthu- 
siasm of  men  like  LaFayette;  Franklin's  influence; 
time  chosen  for  intervention. 

The  first  consequences;  retreat  of  British  from  Phila- 
delphia; English  on  the  defensive  in  West  Indies. 
John  Paul  Jones. 

Increasing  difficulties  of  the  English;  Spain  joins  the 
alliance;  the  Armed  Neutrality;  English  and  the  Dutch 
at  war. 

Fiske:  The  American  Revolution,  chap.  VIII. 
Lodge:  Story  of  the  Revolution. 


70  THE   STUDY   OF  HISTORY 

9.  WAR  IN  THE  SOUTH,  a  new  period  of  difficulty. 
This  topic  has  three  units  of  value. 

Losses  in  South;  capture  of  Savannah  and  Charles- 
ton; defeat  of  Gates. 

Treason  of  Arnold;  Arnold's  services  and  disap- 
pointments; plans  to  betray  West  Point;  discovery  of 
plot,  and  fate  of  Andre. 

Recovery  in  the  South;  King's  Mountain,  Cowpens, 
and  Guilford  Court  House;  Greene  and  Cornwallis. 

Only  an  outline  of  the  struggle  with  a  few  typical 
incidents. 

Fiske:  The  American  Revolution,  chaps.  XIII, 

XIV. 
Lodge:  Story  of  the  Revolution. 

10.  CLOSE  OF  THE  WAR. 

This  topic  has  three  units  of  value. 

Yorktown  campaign;  why  Cornwallis  was  at  York- 
town;  Washington's  plan  and  the  help  of  the  French; 
the  surrender;  LaFayette's  magnanimity.  Map  routes. 
Why  the  war  went  on:  England's  desire  to  gain 
favorable  terms  in  the  struggle  with  France;  effect  of 
Rodney's  victory  in  the  West  Indies. 

Peace:  boundary  questions,  terms  obtained  by  the 
American  envoys;  fate  of  the  Loyalists. 

Wilson:  George  Washington,  chap.  VII. 
Fiske:  The  American  Revolution,  chap.  XV. 
Lodge:  Story  of  the  Revolution. 

11.  ENGLAND  AFTER  THE  REVOLUTION. 
This  topic  has  two  units  of  value. 

Attitude  towards  the  new  Republic:  troubles  about 
the  Western  posts;  the  case  of  the  Loyalists;  American 
trade  with  Great  Britain;  the  English  West  Indies. 


IN  THE   ELEMENTARY  SCHOOLS  71 

English  colonies.  Canada  after  the  war;  incoming 
of  Loyalists;  reorganization  of  the  colony;  settlement 
of  Australia. 

Fiske:  The  Critical  Period  of  American  History, 
chap.  I. 

CHILDREN'S  LIST: — Southworth:  Builders  of  our  Country, 

Vol.  V,  pp.  97-108. 
Stone  and  Fickett:  Days  and  Deeds, 
pp.  16-36. 


EIGHTH  GRADE. 
A.  ORGANIZATION  OF  THE  UNITED  STATES. 

1.  THE  NEW  REPUBLIC. 

This  topic  has  four  units  of  value. 

Weakness  of  the  government  under  the  Articles  of 
Confederation;  powers  which  our  present  national 
government  holds  which  this  government  did  not 
possess. 

Distress  in  the  Republic:  troubles  in  Massachusetts 
and  elsewhere;  their  causes;  paper  money;  trade  dis- 
putes. 

The  North-west:  land  claims  of  the  different  States; 
danger  to  the  Union  from  this  dispute;  the  Ordinance 
of  1787  and  the  beginnings  of  settlement  in  the  North- 
west. 

Stone  and  Fickett:  Days  and  Deeds,  pp.  16-36. 
Fiske:  The  Critical  Period  of  American  History, 

chaps.  Ill,  IV,  V. 
Hill:  Liberty  Documents,  17. 

2.  THE  CONSTITUTION. 

This  topic  has  three  units  of  value. 

The  Convention  of  1787,  occasion  of  its  meeting,  its 
leaders,  the  way  they  worked  in  agreeing  about  the 
Constitution. 

Powers  granted  to  the  National  government,  es- 
pecially for  the  levy  of  taxes  and  for  the  enforcement 
of  laws. 

73 


THE   STUDY   OF  HISTORY  73 

Powers  taken  from  the  States:  levy  of  import  and  ex- 
port duties,  emission  of  paper  money  or  coinage  of 
money,  entering  into  agreements  with  other  States  or 
with  foreign  countries. 
See  outline  for  civics. 
Fiske:  The  Critical  Period  in  American  History, 

chap.  VI. 
Schouler:  History  of  the  United  States,  Vol.  I, 

sec.  2. 

Lodge:  Alexander  Hamilton,  chap.  IV. 
Gay:  James  Madison,  chaps.  VII-VIII. 
Sparks :  The  Men  Who  Made  the  Nation,  chaps. 
IV-V. 

3.  THE  NEW  GOVERNMENT. 

Adoption  of  the  Constitution:  a  typical  contest, 
Massachusetts,  New  York  or  Virginia;  case  of  Rhode 
Island  and  of  North  Carolina. 

Organization  of  the  new  government:  the  elections, 
choice  of  Washington,  first  inauguration. 

Washington's  administration:  the  first  cabinet;  the 
Whiskey  Insurrection  and  its  causes;  manners  and  cus- 
toms in  the  new  Republic. 

Schouler:  History  of  the  United  States,  Vol.  I, 

chap.  I,  sec.  3;  chap.  II,  sects.  1-2. 
Fiske:  The  Critical  Period  of  American  History, 

chap.  VII. 
McMaster:  History  of  the  People  of  the  United 

States,  Vol.  I,  chap.  I. 
Gay:  James  Madison,  chap.  IX. 

CHILDREN'S  LIST: — Irving:  Washington. 

Stone  and  Fickett:  Days  and  Deeds, 

PP- 


74  THE   STUDY  OF  HISTORY 

B.  THE  NEW  REPUBLIC  AND  REVOLUTION  IN 
EUROPE. 

i.  REVOLUTION  IN  FRANCE. 

This  topic  has  two  units  of  value. 

This  is  an  immense  subject,  and  very  difficult  to 
explain  briefly,  but  if  the  teacher  will  keep  carefully 
along  the  simple  lines  indicated,  the  French  Revolu- 
tion will  furnish  the  pupil  something  with  which  to 
compare  the  American  Revolution,  as  well  as  some 
indications  of  the  background  of  many  events  of  Wash- 
ington's and  Adams's  administrations. 

Grievances  of  the  French  people:  the  common  people, 
especially  the  peasants,  paid  most  of  the  taxes;  they 
also  paid  part  of  their  crops  and  other  dues  to  the 
nobles;  the  nobles  alone  had  the  right  to  fish  and  to 
hunt,  and  the  hunting  parties  or  the  game  often  ruined 
the  crops  of  the  peasants.  The  teacher  should  note 
that  such  grievances  differed  from  the  grievances  of 
the  English  colonists  in  America. 

Lowell:  Eve  of  the  French  Revolution,  chaps. 

XIII,  XIV. 
Taine:  The  Ancient  Regime,  especially  pp.  329- 

373- 

The  King  conquered  by  his  people:  Louis  XVI  calls  a 
great  assembly,  the  States  General,  of  clergy,  nobles, 
and  commoners;  how  in  the  struggle  of  the  clergy  and 
the  nobles  to  keep  the  commoners  from  having  too 
much  influence  in  the  decision  of  questions  the  king 
sides  with  the  clergy  and  nobles;  in  the  ensuing  quar- 
rel the  people  of  Paris  capture  a  royal  fortress  and 
prison,  the  Bastille,  on  July  i4th  (the  present  French 
national  holiday);  the  States  General  become  the 
National  Assembly,  passes  many  useful  laws,  making 
.  taxes  equal  and  removing  burdens  from  the  peasants. 


IN  THE  ELEMENTARY  SCHOOLS  75 

Overthrow  of  the  King:  the  king,  a  prisoner  in  his 
palace  at  Paris,  tries  to  escape  to  the  frontier,  is 
brought  back;  violent  men  gain  the  upper  hand  in 
France,  depose  the  king,  and  cause  his  execution;  at 
war  with  other  countries,  Austria,  Prussia,  Spain,  and 
England,  fearing  to  be  attacked  by  them  or  believing 
French  rights  violated  by  them. 

Gardiner:  The  French  Revolution. 

2.  EUROPEAN  WARS  AND  AMERICAN  INTERESTS. 
This  topic  has  two  units  of  value. 

How  the  war  affected  America:  American  sym- 
pathies, the  conduct  of  Genet  and  other  French  min- 
isters. 

Neutral  commerce:  England's  policy,  the  Jay  treaty. 

Troubles  during  Adams's  administration:  the  X  Y  Z; 
fighting  with  French  ships,  preparations  for  war,  Alien 
and  Sedition  laws;  Kentucky  and  Virginia  Resolu- 
tions. 

Schouler:  History  of  the  United  States,  Vol.  I, 
chap.  IV,  sec.  I. 

3.  ADVENT  OF  JEFFERSON. 

This  topic  has  four  units  of  value. 

The  election  of  1800  and  its  consequences:  contest 
between  Burr  and  Jefferson,  change  in  method  of 
electing  presidents;  Jefferson's  policy  of  Democratic 
simplicity  and  economy. 

Purchase  of  Louisiana:  history  of  the  control  of 
Louisiana;  how  Bonaparte  came  to  sell  the  territory; 
story  of  the  purchase. 

Opening  the  new  territory:  Lewis  and  Clark  Expedi- 
tion, Western  fur  trade. 

Sparks:  The  Men  Who  Made  the  Nation,  chap. 

VII. 

Henry  Adams :  History  of  the  United  States,  Vol. 
I,  chap.  XII;  Vol.  II,  chap.  II. 


76  THE  STUDY  OF  HISTORY 

Schouler:  History  of  the  United  States,  Vol.  I, 

chap.  Ill,  sec.  2. 
Morse:  Thomas  Jefferson,  chap.  XV. 

CHILDREN'S  LIST: — Lighten:  Lewis  and  Clark. 

Hitchcock:  Purchase  of  Louisiana. 

4.  NEW  WARS  IN  EUROPE  AND  THEIR  CONSE- 

QUENCES TO  AMERICA. 

This  topic  has  two  units  of  value. 
It  is  not  intended  that  any  extended  account  be 
given  of  Napoleon.  Two  or  three  incidents  will  at- 
tract attention  to  his  personal  importance  and  intro- 
duce the  situation  which  profoundly  influenced  Amer- 
ican history  from  1803  to  1815. 

Story  of  Napoleon  Bonaparte:  the  young  Corsican 
at  French  military  schools,  the  "Little  Corporal"  and 
his  soldiers,  his  victories  make  him  the  idol  of  the 
French  people,  and  they  give  him  the  imperial  crown. 
Johnston:  Napoleon. 
Browning:  Napoleon,  the  First  Phase. 
Fournier:  Napoleon  the  First. 
His  great  war  with  England:  gathers  an  army  to 
invade  England;  battle  of  Trafalgar;  attempts  to  keep 
neutrals  like  the  United   States  from  trading  with 
England;  the  English  retaliate. 

How  America  was  affected:  effect  on  American 
shipping;  grievance  about  the  impressment  of  seamen; 
the  Embargo  of  1807;  the  Non-intercourse  Act. 

Mahan :  Influence  of  the  Sea  Power  on  the  French 
Revolution    and    Empire,    II,    chaps.    XVII- 
XVIII. 
Morse:  Thomas  Jefferson,  chap.  XVI. 

5.  THE  WAR  OF  1812. 

This  topic  has  three  units  of  value. 
Its  causes:  refusal  of  the  British  to  make  concessions 
until  too  late  in  the  dispute  about  rights  of  American 


IN  THE  ELEMENTARY  SCHOOLS  77 

seamen  and  commerce;  war  spirit  in  America;  an  un- 
timely struggle  for  the  British,  because  they  had  long 
been  fighting  against  Napoleon,  especially  in  Spain. 

The  struggle  about  Lake  Erie:  attitude  of  the  Indians; 
Tecumseh;  surrender  of  Detroit;  Perry's  victory  on 
Lake  Erie. 

Victories  of  the  "Constitution"  their  real  meaning; 
significance  of  the  blockade  of  the  coast. 
Gay:  James  Madison,  chap.  XVII. 
Henry  Adams:    History  of    the  United    States, 

Vol.  V,  chaps.  VII-VIII. 

Schouler:  History  of  the  United  States,  Vol.  I, 
chap.  VI,  sec.  2;  chap.  VIII,  sec.  2;  also  chap. 
IX. 

6.  CONCLUSION  OF  THE  WAR. 

This  topic  has  three  units  of  value. 

The  war  unpopular  in  New  England,  reasons  for 
this;  campaign  on  Northern  frontier;  the  burning  of 
Washington.  The  Creek  Indians  and  Andrew  Jack- 
son. 

Peace  of  Ghent;  defeat  and  abdication  of  Napoleon 
frees  the  hands  of  British,  but  both  parties  weary  of 
the  war;  the  terms  of  peace  silent  on  the  cause  of  war; 
battle  of  New  Orleans,  after  peace  was  made. 

End  of  the  great  European  wars:  Napoleon's  return 
from  exile  at  Elba;  his  defeat  at  Waterloo;  his  exile  at 
St.  Helena. 

The  Creeks  and  Seminoles.  Complications  with 
Spain.  Purchase  of  Florida. 

Adams:  History  of  the  United  States,  Vol.  VIII, 

chaps.  I,  XI-XIII;  Vol.  IX,  chap.  II. 
Schouler:  History  of  the  United  States,  Vol.  II, 
chap.  IX. 


78  THE   STUDY  OF  HISTORY 

B.  INDUSTRIAL  AND  SOCIAL  DEVELOPMENT. 

1.  THE  INDUSTRIAL  REVOLUTION  IN  ENGLAND  AND 

AMERICA. 

This  topic  has  four  units  of  value. 

Industrial  changes  in  England:  spinning-jenny  and 
power  loom;  beginnings  of  factories;  changes  in  sys- 
tem of  holding  land  and  of  farming. 

Warren:  Stories  from  English  History,  pp.  393- 

406. 

Cheyney:  Industrial  and  Social  History  of  Eng- 
land, chap.  VIII. 

Cotton:  old  methods  of  cleaning  cotton;  Eli  Whitney 
and  the  cotton-gin;  effects  of  this  invention  upon 
Southern  industry  and  the  slavery  question. 

Factories:  Samuel  Slater  and  the  adoption  of  Eng- 
lish inventions;  Francis  C.  Lowell;  effect  of  the  war  on 
the  transfer  of  capital  from  shipping  to  manufactures. 
Steamboats:  early  attempts;  Fulton's  work;  the  first 
steamboat  lines. 

Stone  and  Fickett:  Days  and  Deeds,  pp.  78-103. 
McMaster:  History  of  the  People  of  the  United 

States,  chap.  VIII. 
Schouler:  History  of  the  United  States,  chap.  VII. 

2.  WESTERN  EMIGRATION. 

This  topic  has  four  units  of  value. 

The  new  homes:  States  and  Territories  organized 
beyond  the  Alleghanies  by  1815;  Western  roads,  old 
Indian  trails,  the  Cumberland  road,  the  National  turn- 
pike; the  Erie  Canal. 

The  settlers;  motives  which  influenced  European 
emigration  after  1815;  emigration  from  the  older 
States;  increase  of  population  in  the  trans- Alleghany 
region  between  1815  and  1830. 


79 

Life  of  the  settler:  his  first  tasks,  the  crops  which  he 
raised,  beginnings  of  self-government. 
Stone  and  Fickett:  as  above. 
Bass:  Stories  of  Pioneer  Life,  pp.  54-136. 
Roosevelt :  The  Winning  of  the  West,  Vol.  I,  chap. 

V. 
McMaster:  History  of  the  People  of  the  United 

States,  chaps.  VIII  and  XXXIII. 
Turner:  Rise  of  the  New  West  (American  Nation 

Series). 

3.  SOCIAL  CONDITIONS  ABOUT  1820. 
This  topic  has  four  units  of  value. 

Free  and  slave  labor:  industrial  reasons  for  retention 
of  slave  labor;  region  where  slaves  were  still  held;  the 
international  slave  trade  prohibited  since  1808  by 
United  States  and  Great  Britain. 

Missouri  compromise:  the  question  of  slavery  in  the 
territory  gained  by  the  Louisiana  Purchase;  bargain 
made  for  the  admission  of  Missouri.  Influence  of 
territorial  expansion  on  slavery. 

Comparison  between  life  in  a  Northern  factory  town 
and  on  a  Southern  plantation. 

Beginnings  of  American  literature. 

Schouler :  History  of  the  United  States,  chap.  VII. 
Rhodes:  History  of  the  United  States,  chaps.  I, 

II,  and  IV. 

Von  Hoist:  John  C.  Calhoun,  chap.  VI. 
Wilson:  A  History  of  the  American  People. 

C.  NEW  NEIGHBORS  AND  NEW  PROBLEMS, 
i.  REVOLT  OF  THE  SPANISH  COLONIES. 
This  topic  has  two  units  of  value. 

This  should  be  introduced  by  an  explanation,  brief 
and  simple,  of  the  divisions  of  the  Spanish  colonial 


So  THE   STUDY  OF  HISTORY 

possessions,  and  by  a  comparison  of  their  grievances 
with  the  grievances  of  the  English  colonists  before  the 
Revolution. 

The  revolt:  first  directed  against  Bonaparte,  who 
had  taken  the  throne  from  King  Ferdinand,  but  after- 
ward against  the  king  himself,  because  he  was  un- 
willing to  grant  liberties  to  the  colonists;  story  of  one 
of  the  leaders,  Bolivar  or  San  Martin. 

The  new  republics  and  the  United  States:  question  of 
their  recognition;  Spain  and  the  purchase  of  Florida; 
advance  of  Russia  down  the  western  coast  of  North 
America;  Spain  and  her  allies  prepare  to  restore  Span- 
ish authority;  attitude  of  England;  the  Monroe  Doc- 
trine in  the  President's  message  of  1823. 

Schouler:  History  of  the  United  States,  chap.  II, 
sec.  2. 

Wilson:  A  History  of  the  American  People. 

Morse:  John  Quincy  Adams,  chap.  II. 

Oilman:  Monroe,  chap.  VII. 

2.  POLITICS  FROM  1824  TO  1832.     (See  next  Topic.) 
This  topic  has  three  units  of  value. 

The  election  of  1824;  the  candidates;  why  the  elec- 
tion was  finally  completed  in  the  House  of  Repre- 
sentatives; ill-feeling  of  Jackson's  friends  over  the 
result. 

Internal  improvements  and  the  tariff:  the  question  of 
the  duty  of  the  government  to  help  in  improving  means 
of  transportation;  should  the  government  also  " foster 
home  industries"?  The  tariff  of  1828  and  the  atti- 
tude toward  it  of  Calhoun  and  other  Southerners. 

"Reign"  of  Jackson:  his  success  with  the  voters; 
"To  the  victors  belong  the  spoils";  Nullification  and 
the  Webster-Hayne  debate. 

MacDonald:  Jacksonian  Democracy. 
Wilson:  A  History  of  the  American  People,  Vol. 
IV. 


IN  THE   ELEMENTARY   SCHOOLS  81 

Sumner:  Andrew  Jackson,  chaps.  VIII,  IX,  X. 
Schouler,  History  of  the  United   States,   chap. 

XII. 

Lodge:  Daniel  Webster,  chaps.  VI,  VII. 
Von  Hoist:  John  C.  Calhoun,  chap.  VI. 

3.  THREE  GREAT  QUESTIONS. 

This  topic  has  two  units  of  value. 

New  method  of  electing  a  president:  new  parties,  es- 
pecially the  Whigs;  the  first  national  convention;  the 
election  in  1832. 

Banking  troubles:  the  United  States  and  Jackson's 
war  upon  it;  "wildcat"  banks;  the  panic  of  1837. 

The  anti-slavery  movement:  slavery  abolished  by 
purchase  in  the  British  dominions  in  1834;  the  early 
Abolitionists  in  the  United  States;  William  Lloyd  Gar- 
rison; struggle  in  Congress  over  petitions. 
Hart:  Source  Book,  p.  96. 
Sparks :  The  Men  Who  Made  the  Nation,  chaps. 

VIII-IX. 

Rhodes:  History  of  the  United  States,  chap.  I. 
Schouler:  History  of  the  United   States,   chap. 

XIII,  sec.  3;  also  chap.  XIV,  sec.  2. 
Sumner:  Andrew  Jackson,  chaps.  XI-XII. 
Hart:  Slavery  and  Abolition  (American  Nation 
Series). 

4.  OUR  NEIGHBORS. 

This  topic  has  three  units  of  value. 

Texas,  part  of  the  Republic  of  Mexico;  early  emi- 
grants from  the  United  States;  Sam  Houston;  revolt 
of  Texas;  movement  for  its  annexation  to  the  United 
States. 

The  Oregon  question:  early  settlers  and  traders  on 
the  North-west  coast;  joint  occupation  by  England  and 
the  United  States;  final  settlement  of  the  boundary  of 
the  United  States. 


82  THE   STUDY   OF  HISTORY 

Canada:  Canadian  insurrection  of  1837  and  its 
causes;  the  Canadians  permitted  to  govern  themselves 
through  responsible  ministries;  permanence  of  French 
influences;  expansion  of  English  settlements. 

Fairbanks:  The  Western  United  States,  p.  86. 
Eggleston:  Stories  of  American  Life  and  Adven- 
ture, pp.  166-183. 
Schouler:  History  of  the  United  States,   chap. 

XVII,  sec.  2. 
Rhodes:  History  of  the  United  States,  chap.  I. 

5.  WAR  WITH  MEXICO. 

This  topic  has  two  units  of  value. 

Annexation  of  Texas:  attitude  of  Northerners  and 
Southerners;  manner  in  which  annexation  was  effected; 
quarrel  with  Mexico  over  the  boundary. 

The  war:  the  United  States  the  aggressor;  General 
Taylor's  campaign;  General  Scott's  march  on  the  City 
of  Mexico;  Fremont  crosses  the  mountains  into  Cali- 
fornia. 

It  is  not  intended  that  the  teacher  enlarge  upon  mere 
military  details. 

Results:  annexation  of  territory  by  treaty  of  Gua- 
dalupe  Hidalgo;  description  of  this  territory. 

Influence  of  further  territorial  expansion  upon 
slavery,  showing  how  the  organization  of  new  terri- 
tory reopened  the  slavery  question. 

Fairbanks:  The  Western  United  States,  p.  106. 
Schouler:  History  of  the  United  States,   chap. 

XVIII. 

Rhodes:  History  of  the  United  States,  chap.  I. 
Von  Hoist:  John  C.  Calhoun,  chap.  VIII. 


IN  THE   ELEMENTARY  SCHOOLS  83 

D.  EXPANSION  MAKES  THE  SLAVERY  QUESTION 
DOMINANT. 

1.  CALIFORNIA,  some  of  the  consequences  of  an- 

nexation. 

This  topic  has  three  units  of  value. 

Discovery  of  gold:  how  made;  the  rush  to  the  gold 
fields;  similar  discoveries  in  Australia. 

The  slavery  question  again:  need  of  State  govern- 
ment in  California;  the  Free  Soil  Party;  attitude  of 
Southerners  toward  the  admission  of  California;  the 
Compromise  of  1850. 

Failure  of  the  Compromise:  the  Fugitive  Slave  Law; 
methods  of  enforcement;  the  Underground  Railway; 
Personal  Liberty  Laws;  "Uncle  Tom's  Cabin." 
Hart:  Source  Book,  pp.  105-107,  108,  109. 

Romance  of  the  Civil  War,  Part  II. 

Sparks:  The  Men  Who  Made  the  Nation,  chap.  X. 
Rhodes:  History  of  the  United  States,  chap.  II. 
Lodge:  Daniel  Webster,  chap.  IX. 

2.  THE  NORTH  RE-ENFORCED,  industrial  and  social 

development. 

This  topic  has  four  units  of  value. 

New  causes  of  emigration  from  Europe:  famine  in 
Ireland;  political  troubles  of  Germany,  1848  to  1849; 
where  these  emigrants  settled;  their  feeling  about 
slavery. 

Development  of  transportation:  railroad  building; 
steamboat  traffic  on  the  lakes  and  rivers;  the  tele- 
graph. 

The  New  West:  opening  of  new  farm  lands;  im- 
provement in  agricultural  machinery;  growth  of 


84  THE   STUDY   OF  HISTORY 

Western  cities;  centres  of  commerce  and  manufactu- 
ring; increase  of  wealth  of  these  new  regions. 

Kendall:  Source  Book  in  English  History,  pp. 
414-419. 

Wilson:  A  History  of  the  American  People. 

3.  SLAVERY  IN  THE  WEST  AGAIN. 
This  topic  has  three  units  of  value. 

The  Kansas-Nebraska  question:  the  plan  to  leave 
the  decision  to  the  settlers  themselves;  the  Kansas- 
Nebraska  Bill;  organization  of  emigration. 

A  new  party:  the  collapse  of  the  Whig  party;  the 
make-up  of  the  Republican  party;  the  election  of  1856. 

The  slavery  question  becomes  acute:  the  Dred  Scott 
case;  the  Lincoln-Douglas  debates;  the  John  Brown 
raid. 

Hill:  Liberty  Documents,  chap..  XXI. 

Elson:  Side  Lights,  chap.  IV. 

Sparks:  The  Men  Who  Made  the  Nation,  chap. 

XL 

Old  South  Leaflets,  No.  83. 
Rhodes:  History  of  the  United  States,  chap.  V. 

E.  THE  CRISIS  OF  THE  REPUBLIC. 

i.  THE  CRISIS  OF  THE  UNION. 

This  topic  has  four  units  of  value. 

The  election  of  1860:  the  candidates,  their  platforms 
and  cries;  the  attitude  of  the  South;  the  election  of 
Lincoln. 

The  Secession  Movement:  its  theory:  Northern  and 
Southern  points  of  view;  the  steps  taken  to  form  a 
Southern  Confederacy;  the  doubtful  States;  President 


IN  THE  ELEMENTARY  SCHOOLS  85 

Buchanan's  policy;  attempts  at  compromise;  affair  of 
the  Star  of  the  West. 

Elson:  Side  Lights  on  American  History,  chaps. 

I,  II,  III,  IV. 
Rhodes:  History  of  the  United   States,   chaps. 

XIII  and  XIV. 
Ropes:  Story  of  the  Civil  War,  Vol.  I,  chaps. 

I  to  V. 
Morse:  Abraham  Lincoln,  Vol.  I,  chap.  VI. 

2.  CIVIL  WAR. 

This  topic  has  two  units  of  value. 

Relative  power  of  the  Southern  Confederacy  and  of 
the  Federal  Government:  resources  of  the  two  sec- 
tions, immediate  and  capable  of  organization. 

Fort  Sumter  and  the  call  to  arms;  Bull  Run  and  its 
lessons;  organizing  for  the  struggle;  methods  of  pay- 
ing expenses;  paper  money;  loans. 

Hart:    Source  Book,  pp.  119-131,  200-207,  220- 

241. 

Rhodes :  History  of  the  United  States,  chap.  XV. 
Ropes:  The  Story  of  the  Civil  War,  Vol.  I,  chaps. 

VI-IX. 
Morse:  Abraham  Lincoln,  Vol.  I,  chap.  VIII. 

3.  VARYING  FORTUNES  OF  CONFLICT. 
This  topic  has  four  units  of  value. 

Cutting  off  the  Confederacy  from  the  outside  world; 
the  blockade,  the  Monitor  and  the  Merrimac;  blockade 
running;  the  Trent  affair;  attitude  of  different  classes 
of  the  English  people  toward  the  conflict. 

General  plan  of  the  struggle  on  land:  the  blow  aimed 
at  the  capital  of  the  Confederacy;  the  failure  of  Mc- 
Clellan  (without  dwelling  on  names  or  details  of  par- 
ticular battles) ;  the  attempt  to  divide  the  Confederacy 


86  THE   STUDY  OF  HISTORY 

along  the  line  of  the  Mississippi;  Grant's  campaign  of 
1862. 

The  Emancipation  Proclamation  as  a  war  measure; 
war  policy  toward  the  negroes. 

Elson:  Side  Lights  on  American  History,  chap.  IV. 
Hart:  Romance  of  the  Civil  War,  pp.  347-362, 

266-269. 
Kendall:  Source  Book  in  English  History,  pp. 

440-449. 

Hill:  Liberty  Documents,  XXII. 
Hart:  Contemporaries,  Vol.  IV. 
Dunning:  Essays  on  Civil  War  and  Reconstruc- 
tion. 
Rhodes:  History  of  the  United   States,   chaps. 

XVI-XVIII,  XXII. 
Ropes:  The  Story  of  the  Civil  War,  Vol.  I,  chaps. 

X-XII;  also  Vol.  II,  chaps.  I-II. 
Morse:  Abraham  Lincoln,  Vol.  I,  chap.  X;  Vol. 

II,  chaps.  I,  II,  IV. 
Adams:    Charles    Francis    Adams,    chaps.    IX- 

XVIII. 

4.  TURNING  OF  THE  TIDE. 

This  topic  has  three  units  of  value. 

Crisis  of  the  struggle  in  the  East,  a  study  of  Gettys- 
burg, with  simple  mention  of  the  battles  which  led  to 
it  (from  Fredericksburg  to  Antietam).     The  army  of 
the  Potomac  had  failed  to  break  Lee's  defence  of  the 
approach  to  Richmond,  but  Lee's  attempt  to  invade 
the  Northern  States,  and  force  a  peace,  supported  by 
European  sentiment,  was  defeated  at  Gettysburg. 
Elson:  Side  Lights  on  American  History,  chap.  V. 
Hart:  Romance  of  the  Civil  War,  pp.  321-327. 

Crisis  on  the  Mississippi,  struggle  about  Vicksburg 
(without  military  details). 

On  the  threshold  of  the  cotton  States,  from  Chicka- 
mauga  to  Mission  Ridge.     This  campaign  opened  the 


IN  THE  ELEMENTARY  SCHOOLS  87 

way  for  the  invasion  of  the  cotton  States,  as  Gettys- 
burg had  made  possible  the  Virginia  campaign  of  1864. 

Rhodes:  History  of  the  United  States,  chaps  XX 
and  XXI. 

Morse:  Abraham  Lincoln,  Vol.  II,  chap.  VII. 

5.  OVERTHROW  OF  THE  CONFEDERACY. 
This  topic  has  three  units  of  value. 

The  Virginia  campaign  of  1864,  emphasizing  the 
tenacious  defence  by  Lee  and  the  persistent  attacks  of 
Grant. 

Sherman's  invasion  of  the  cotton  States,  its  relation 
to  Grant's  campaign;  fall  of  Fort  Fisher;  effects  on 
the  resources  of  the  Confederacy. 

Appomattox:  surrender  of  Lee;  assassination  of  Lin- 
coln; dismissal  of  the  armies. 

Elson :  Side  Lights  on  American  History,  chap.  VI. 
Hart:  Romance  of  the  Civil  War,  pp.  277-282, 

312-318,  342-368. 

Rhodes:  History  of  the  United  States,  chaps. 
XXIII-XXVI. 

6.  THE  PROBLEMS  OF  RESTORATION  OF  PEACE. 
This  topic  has  three  units  of  value. 

Reconstruction:  policies  of  Lincoln,  of  Johnson,  of 

the  Republican  party. 

Methods  of  reconstruction;  Amendments  to  the 
Constitution;  acts  of  Congress;  quarrel  of  Congress 
and  the  President. 

Troubles  in  the  South:  Carpet-bag  government;  Ku- 
Klux;  the  "force"  bills;  opposition  of  the  Liberal  Re- 
publicans in  the  election  of  1872. 

Elson:  Side  Lights   on   American  History,  Vol. 

II,  chaps.  VII,  VIII,  X. 

Sparks:  The  Men  Who  Made  the  Nation,  chap. 
XII. 


88  THE   STUDY   OF  HISTORY 

Rhodes:   History  of  the  United   States,   chaps. 

XXX-XXXIII. 

Morse:  Abraham  Lincoln,  Vol.  II,  chap.  VIII. 
Hill:  Liberty  Documents,  XXIII. 

F.  THE  NEW  UNION  AND  THE  LARGER  EUROPE. 

1.  THE  NEW  UNION. 

This  topic  has  three  units  of  value. 

Opening  of  the  far  West:  Pacific  railways;  distribu- 
tion of  the  public  lands;  a  typical  Western  settlement. 
Financial  crisis:  payment  of  the  national   debt; 
panic  of  1873  and  its  causes;  reorganization  of  busi- 
ness; exhibition  of  1876. 

Close  of  Reconstruction  Policies:  the  disputed  elec- 
tion of  1876;  policy  of  Hayes  toward  the  South;  re- 
moval of  United  States  troops  and  the  results. 

Rhodes:   History  of  the   United   States,   chaps. 

XXXIV,  XXXVII. 
Fairbanks:  The  Western  United  States,  pp.  187- 

233- 
Elson:  Side  Lights  on  American  History,  chaps. 

IX,  X,  XL 

2.  DEVELOPMENT  OF  GREAT  BRITAIN.* 
This  topic  has  two  units  of  value. 

Growth  of  self-government:  until  1832  the  House  of 
Commons  did  not  represent  the  people  adequately. 
On  account  of  the  shifting  of  population  many  seats 
in  the  House  were  controlled  by  the  great  landlords. 
Several  cities  had  no  representatives.  Much  of  this 

*  The  European  history  suggested  here  may  be  given  by  the  teacher  in  the 
form  of  supplementary  talks.  By  using,  in  such  talks,  simple  material 
adapted  to  the  mental  grasp  of  pupils,  teachers  will  meet  all  the  require- 
ments which  the  committee  has  in  mind. 


IN  THE   ELEMENTARY  SCHOOLS  89 

inequality  was  removed  by  the  Reform  Bill  of  1832. 
How  suffrage  in  England  has  become  practically  uni- 
versal; laws  securing  the  freedom  and  secrecy  of  the 
ballot. 

Macy:  The  English  Constitution,  chaps.  XLIV- 

XLV. 
Kendall:  Source  Book  of  English  History,  pp. 

391-400. 
Warren:  Stories  from  English  History,  pp.  406, 

432- 

How  the  House  of  Commons  has  used  its  power: 
factory  laws,  laws  improving  the  conditions  of  Irish 
tenants,  etc. 

Kendall:  Source  Book,  chap.  XXI. 
Warren:  Stories,  pp.  393-417. 
Cheyney:  Industrial  and  Social  History  of  Eng- 
land, chap.  IX. 

The  British  Empire:  brief  descriptions  of  English 
communities  beyond  the  seas,  Canada,  Australia, 
South  Africa,  etc.;  English  still  the  greatest  trading 
people  of  the  world. 

Egerton :  Origin  and  Growth  of  English  Colonies. 
Caldecott:  English  Colonization  and  Empire. 
Dilke:  Problems  of  Greater  Britain. 
Kendall:  Source  Book,  chap.  XXI-XXII. 
Warren:  Stories,  pp.  423,  427,  438~455- 

3.  GREAT   CHANGES   IN   GERMANY,   ITALY,   AND 
FRANCE.* 

This  topic  has  three  units  of  value. 

During  the  last  half  century  of  the  American  Re- 
public's existence  a  great  change  has  come  over  the 
appearance  of  Europe  and  over  the  relative  influence 

*  The  European  -history  suggested  here  may  be  given  by  the  teacher  in  the 
form  of  supplementary  talks.  By  using,  in  such  talks,  simple  material 
adapted  to  the  mental  grasp  of  pupils,  teachers  will  meet  all  the  require- 
ments which  the  committee  has  in  mind. 


90  THE  STUDY  OF  HISTORY 

of  its  several  states.  The  pupil  should  not  leave  the 
elementary  school  without  some  knowledge  of  the 
great  states  with  which  the  Republic  has  close  rela- 
tions and  which  are  its  rivals  in  the  enterprises  of 
trade  and  in  the  assertion  of  political  influence.  The 
pupil  knows  something  of  these  states  from  the  study 
of  geography.  The  aim  of  this  group  of  topics  is  to 
give  him  something  of  the  historical  point  of  view. 
Compare  a  map  of  Europe  of  1856  with  the  present 
map  of  Europe  to  see  how  different  was  the  appearance 
of  Italy,  the  part  Prussia  held  in  Germany,  and  the 
hold  Austria  had  on  both  Italy  and  Germany.  Brief 
story  of  the  unification  of  Italy  centering  about  Victor 
Emmanuel  and  Garibaldi.  Story  of  Prussia's  tri- 
umph over  Austria  and  France,  centring  about  Bis- 
marck, von  Moltke,  and  William  I,  and  resulting  in 
the  founding  of  the  present  German  Empire.  France 
becomes  a  Republic  and  reorganizes  her  national  life 
after  her  great  defeat;  Napoleon  III,  Thiers,  and 
Gambetta  are  the  chief  French  characters.  If  the 
teacher  keeps  closely  to  the  geographical  and  the 
simpler  results,  illustrating  with  typical  incidents 
from  the  careers  of  the  principal  characters,  the  end 
will  be  attained.  Nearly  all  the  manuals  of  modern 
history  contain  sufficient  material.  See  also: 

Rase:  A  Century  of  Continental  History. 

Phillips:  The  Nineteenth  Century. 

Fyffe:  History  of  Modern  Europe. 

4.  THE  LARGER  EUROPE.* 

This  topic  has  two  units  of  value. 
Stories  of  great  explorers:  work  of  Livingstone,  of 
Stanley  in  Central  Africa. 

Johnston:  The  Colonization  of  Africa. 

*  The  European  history  suggested  here  may  be  given  by  the  teacher  in 
the  form  of  supplementary  talks.  By  using,  in  such  talks,  simple  material 
adapted  to  the  mental  grasp  of  pupils,  teachers  will  meet  all  the  require- 
ments which  the  committee  has  in  mind. 


IN  THE  ELEMENTARY   SCHOOLS  91 

How  Africa  was  divided,  illustrated  by  the  founding 
of  the  Congo  State;  the  English  possessions  in  the 
Nile  Valley,  and  at  the  Cape,  with  the  cry  for  a  rail- 
way from  "the  Cape  to  Cairo";  the  French  in  Algiers; 
the  Germans  in  Eastern  and  South-west  Africa. 

Keltic:  The  Partition  of  Africa. 
European  interests  in  Asia:  the  English  in  India,  the 
French  in  Indo-China,  the  Dutch  in  the  Spice  Islands; 
European  trading  stations  and  territorial  possessions 
in  China. 

Reinsch:  World  Politics. 

Hunter:  Brief  History  of  the  Indian  Peoples. 

Caldecott:    English    Colonization    and    Empire, 
chap.  I. 

Douglas:  Europe  and  the  Far  East. 

Day:  The  Dutch  in  Java. 

5.  THE  PROBLEMS  OF  THE  REPUBLIC. 
This  topic  has  five  units  of  value. 

From  industrial  growth:  consolidation  of  railways, 
development  of  great  industries,  national  in  extent; 
legislation  against  monopolies,  against  impure  foods 
and  other  industrial  frauds;  labor  laws;  the  labor 
movement. 

From  commercial  rivalry  of  Europe;  supremacy  of 
English  shipping;  growth  of  German  trade,  etc. 

From  the  war  with  Spain:  the  annexation  of  Porto 
Rico  and  the  Philippines;  withdrawal  from  Cuba; 
Colonial  problems;  Panama  Canal. 

Hill:  Liberty  Documents,  XXIV. 
Education:  development  of  public  schools,  technical 
schools  and  universities. 

Fairbanks:  The  Western  United  States,  pp.  259, 

302. 

Elson:  Side  Lights  on  American  History,  chap. 
XIV. 


THE    PREPARATION    OF    THE    TEACHER 
OF  ELEMENTARY  HISTORY. 

At  different  stages  of  the  elementary  work  there  is  a 
difference  of  aim  which  the  teacher  must  recognize  and 
which  must  determine  where  she  will  put  her  stress.  In  the 
early  years  there  is  no  marked  conception  of  sequence  of  time 
or  of  locality,  and  therefore  these  matters  may  be  ignored  in 
presentation.  The  story,  and  the  inference  from  the  story 
as  to  certain  traits  of  character,  are  vital,  and  the  picturesque 
presentation  is  the  all-important  thing.  To  tell  the  stories  so 
that  the  pupils  will  tell  them  again,  with  a  vocabulary  en- 
riched by  the  teacher's  telling,  is  a  sufficient  achievement  for 
the  first  two  years.  The  two  prominent  features  are  the 
appeal  to  the  imagination,  and  incidentally  the  development 
of  the  vocabulary  as  it  accompanies  the  acquired  mental 
experience.  Both  achievements  the  teacher  must  be  pre- 
pared to  foster,  and  she  must  bear  both  aims  in  mind,  so 
that  besides  content  the  attainment  of  form  is  kept  in  view. 
Good  simple  narrative  awakens  imitation  and  stimulates  re- 
production. The  character  of  the  reproduction  should  be 
the  unconscious  imitation  of  a  good  model.  There  should  be 
no  attempt  to  call  for  a  literary  model  in  historical  narrative, 
therefore  the  art  of  narration  is  a  marked  feature  in  the 
training  of  the  elementary  teacher.  It  can  be  cultivated, 
trained.  Like  musical  expression,  its  governing  principles, 
as  acquired  by  practise,  should  form  the  exercises  in  the 

normal  school  training  of  the  kindergartner  and  the  primary 

92 


THE   STUDY  OF  HISTORY  93 

teacher.  Since  the  value  of  any  story  will  be  deadened  by 
monotony  of  manner,  the  teacher  must  acquire  the  art  of 
interesting  presentation,  either  by  the  precepts  of  some 
master  or  else  by  rigorous  self -training.  It  includes  logical 
arrangement  of  subject'-matter  and  freedom  in  arrangement 
(to  pursue  constantly  the  same  sequence  in  arrangement  is 
bad).  Every  normal  school  should  have  a  master  of  diction, 
whose  work  would  include  training  in  the  various  forms  of 
presentation.  Such  training  would  be  a  distinct  improve- 
ment upon  our  usual  study  of  rhetoric,  would  bring  it  back 
to  its  real  purpose  of  employing  advantageously  the  speaking 
art.  The  teacher  should  be  so  artistic  that  his  narrative 
seems  devoid  of  all  art.  There  must  be  variation  in  the 
method  of  introducing  the  subject.  At  times  we  must  start 
from  the  beginning,  at  times  from  the  opposite  end,  working 
forward  and  backward;  or  else  we  may  announce  a  general 
proposition  and  work  entirely  backward  in  the  process  of 
elucidating  it. 

The  normal  school  should  also  offer  a  very  specific 
training  in  the  development  of  questioning  skill.  Here  there 
is  as'  much  variety  possible  as  in  direct  narrative.  There 
should  be  variation  in  the  form  of  the  question,  from  the 
broad  to  the  most  specific,  calculated  now  to  draw  forth 
all  that  a  pupil  knows,  now  to  prove  what  he  does  not  know, 
what  may  be  susceptible  of  misunderstanding,  leading  up  to 
the  formulation  of  his  general  experience  through  the  ques- 
tion. In  all  our  teaching  we  must  try  to  realize  the  effect 
on  the  pupil's  mind.  According  to  the  impression  our  teach- 
ing makes,  our  methods  must  be  calculated.  This  technical 
attainment  our  teachers,  because  of  the  prevalence  of  the 
text-book,  have  cultivated  but  inadequately. 

Aside  from  these  technical  requisites,  there  must  be 


94  THE   STUDY   OF  HISTORY 

genuine  interest  for  the  subject  in  the  teacher.  Technical 
cleverness  will  conceal  only  for  a  time  hollowness  of  sym- 
pathy. Not  every  primary  teacher  ought  to  be  urged,  or 
permitted,  to  teach  history.  For  the  general  test  leading  up 
to  appointment  as  a  primary  teacher  only  a  moderate  know- 
ledge of  history,  on  a  par,  say,  with  the  knowledge  of  arith- 
metic and  geography,  is  required. 

The  condition  in  the  case  of  history  is  very  peculiar.  By 
the  time  a  teacher  has  advanced  by  grades  from  the  lowest 
primary  she  may  have  reached  the  stage  where  she  is  to 
teach  history,  when  meanwhile  her  interest  in  the  subject  has 
completely  faded  away.  Such  a  teacher  ought  not  be  per- 
mitted to  deprive  the  subject  of  its  charm.  Could  there  not 
be  instituted  two  examinations  for  elementary  teachers,  one 
for  the  four  lower  grades  and  a  second  occurring  later,  if  the 
teacher  proposes  to  take  up  history  teaching?  In  that  case 
the  qualities  particularly  necessary  could  be  enforced.  Be- 
tween the  all-round  elementary  teacher  who  teaches  every 
subject  and  the  departmental  teacher  who  limits  herself  to 
one,  there  should  be  the  system  of  the  group  teacher,  who 
concentrates  herself  upon  a  group  of  elementary  subjects. 
Thus,  history,  geography,  and  literature  would  be  one 
group;  arithmetic  and  nature  study  might  be  the  other. 
Correlation  within  limited  range  is  thus  made  possible. 
Much  of  our  attempted  correlation  has  been  injurious, 
as,  for  instance,  when  we  try  to  correlate  arithmetic  with 
literature. 

In  the  training  of  the  teacher,  furthermore,  the  note-book 
should  be  a  valuable  adjunct,  since  memory  is  not  always 
reliable.  The  habit  of  cross  references,  from  poetry  to  fact 
from  incident  to  locality,  is  as  valuable  to  our  pupils  as  to 
us.  It  invites  imitation  and  individual  mental  activity;  so, 


'  IN  THE  ELEMENTARY  SCHOOLS  95 

too,  training  in  the  use  of  illustrative  material  is  essential; 
how  to  use  it;  how  not  to  abuse  it;  how  to  secure  advan- 
tageous results,  constructive  as  well  as  receptive,  from  it.  A 
difference  is  to  be  noted  between  the  opportunity  for  a  pro- 
longed impression  when  a  picture  is  for  some  time  before 
the  class,  and  the  brief  impression  that  is  dependent  on  the 
use  of  slides.  Finally,  the  desire  to  advance  the  children  in 
this  subject  can  only  become  effective  if  the  teacher  realizes 
that  she  must  know  far  more  than  her  pupils.  To  be  only 
slightly  in  advance  and  rest  content  with  this  precarious  ad- 
vantage is  ruinous.  In  history  teaching  there  is  so  much  to 
appeal  to  the  mature  mind  that  the  increase  in  knowledge 
should  go  on  continuously,  now  by  accession  of  new  informa- 
tion, now  by  reconstruction  of  one's  previous  knowledge 
from  new  points  of  view.  For  that  reason,  and  because  this 
constant  growth  of  information  requires  time,  the  teaching 
of  history  by  the  group  teacher,  as  she  has  been  designated,  is 
much  more  desirable  than  by  the  teacher  who  handles  every 
subject  of  the  grade. 

METHOD. 

It  goes  without  saying  that  material  equipment  is  of  little 
value  unless  the  teacher  has  the  proper  vital  equipment. 
First,  there  must  be  a  clearly  defined  knowledge  of  the  sub- 
ject-matter. Without  it  the  work  must  be  largely  mechan- 
ical and  lifeless,  a  mere  memoriter  process  of  learning  a  dry 
outline  of  events  found  in  some  text-book.  With  such 
knowledge,  the  teacher  needs  some  ability  to  weigh  and  sift 
evidence  in  order  to  form  intelligent  inferences  and  reach  in- 
dependent judgments  in  the  interpretation  of  historical  ma- 
terial. Of  course,  proper  organization  of  subject-matter  in- 


96  THE  STUDY  OF  HISTORY 

volves  the  historical  spirit  and  the  judicial  temper.  In  order 
to  get  at  the  truth,  different  authorities,  both  primary  and 
secondary,  should  be  consulted,  and  conflicting  views  should 
be  compared.  For  historical  truth  has  not  mathematical 
certainty  and  precision.  It  is  difficult  enough  to  learn  just 
what  was  said  and  done;  but  when  this  is  ascertained,  it  is 
necessary  to  ask  further,  What  did  the  thoughts  and  events 
mean  ?  What  spirit  and  purpose  lay  back  of  them  ?  What 
ideals  and  convictions  were  their  impelling  force  ?  The  cor- 
rect answer  to  such  questions  involves  the  power  to  interpret 
the  meaning  of  history,  the  power  to  penetrate  through  ex- 
ternal manifestations  to  the  deep,  hidden  currents  of  human 
life  and  destiny.  Such  a  result  must  be  conditioned  upon 
patient  investigation,  clear  thinking,  and  a  fair-minded  con- 
sideration of  men,  manners,  and  institutions. 

But  the  vital  equipment  involves  something  more  than 
scholarship  and  the  power  of  historical  interpretation.  Suc- 
cessful teaching  calls  for  sympathetic  insight  into  the  needs, 
interests,  capacities,  and  knowledge  of  the  learner,  and 
without  such  insight  it  will  be  impossible  to  present  in  a  vital 
way  the  truths  of  history.  It  is  at  this  point  that  many 
scholarly  men  and  women  fail  in  the  class-room.  They 
know  enough  about  the  subject-matter,  but  they  know  too 
little,  and  care  too  little,  about  the  immature  minds  and 
scanty  knowledge  of  their  pupils.  Teaching  of  a  fine  quality 
calls  for  quite  as  much  knowledge  of  the  pupil  as  of  the 
subject-matter. 

Along  with  the  knowledge  of  history  and  of  the  learner's 
needs,  the  teacher  should  possess  skill  in  handling  the  sub- 
ject-matter. He  should  have  the  ability  to  narrate  events 
clearly,  graphically,  and  logically,  and  to  vitalize  the  recita- 
tion by  such  an  artistic  presentation  of  material  that  the 


IN  THE  ELEMENTARY  SCHOOLS  97 

truths  of  history  may  be  translated  and  transformed  into  the 
mental  and  moral  fibre  of  the  learner's  being. 

But  in  order  to  secure  satisfactory  results,  even  a  schol- 
arly and  sympathetic  teacher  needs  suitable  tools.  It  is  just 
as  important  for  the  history  department  to  have  good  equip- 
ment as  it  is  that  the  scientific  department  should  have  a 
well  equipped  laboratory.  Books,  maps,  charts,  objects,  and 
pictures  are  absolutely  necessary. 

Keeping  in  mind  the  teacher's  equipment,  we  may  turn 
our  attention  in  a  more  specific  way  to  the  method  to  be  em- 
ployed in  carrying  out  the  course  of  study  as  outlined  by  the 
committee.  In  the  first  three  grades  there  is  no  thought  of  \ 
organized  history.  The  work  here  outlined  suggests  simple  ' 
material,  much  of  which  is  centred  about  holidays.  The 
child  craves  more  life.  He  likes  movement.  He  is  especially 
fond  of  the  dramatic,  the  picturesque,  the  personal — of  deeds 
of  daring,  of  tales  of  heroism,  of  thrilling  adventure.  He  can- 
not grasp  the  meaning  of  events,  nor  can  he  appreciate  causal 
relations;  but  he  can  understand  certain  simple  facts,  ele- 
mentary ideas,  and  universal  truths  symbolized  in  stories,  in- 
cidents, and  episodes;  and  these  facts,  ideas,  and  truths  appeal 
in  a  moving  way  to  his  emotions,  his  imagination,  and  his  will. 

To  this  end  free  use  should  be  made  of  pictures,  photo- 
graphs, scrap-books,  and  blackboard  illustrations,  and  some- 
thing should  be  done  with  games  and  dramatization.  The 
constructive  work  as  suggested  in  the  course  will  also  help  to 
impress  a  vivid  picture  of  the  past;  and  poetry,  songs,  and 
art  will  contribute  to  the  making  of  right  impressions  on  the 
child's  sensitive  nature. 

In   the   first   three   grades  much   of    the  subject-matter 
should  be  presented  in  story  form;  in  Grades  IV  and  V  the 


98  THE   STUDY  OF  HISTORY 

biographical  element  should  receive  emphasis.  Leaders, 
heroes,  and  patriots  should  be  identified  with  great  move- 
ments and  important  situations.  But  in  every  case  the 
share  of  the  leader  should  be  made  the  strong  feature ;  for  in 
that  way  historic  truth  makes  its  strongest  appeal  to  the 
young.  They  feel  a  deep  interest  in  the  representative  man, 
who  embodies  in  himself  the  ideals  and  aims  of  the  people 
he  represents.  Care  should  be  taken  to  emphasize  the 
social  side.  Historic  leaders  do  not  work  for  themselves 
merely,  but  are  impelled  by  social  forces  and  interests.  Here, 
again,  the  personal  appearance  of  these  men,  the  pictures  of 
their  homes,  and  selections  from  their  speeches  and  writings 
will  aid  in  making  the  facts  vivid. 

Much  of  the  work  in  the  first  five  grades  should 
be  oral,  especially  in  the  first  three  as  already  suggested, 
and  should  be  presented  in  story  form.  The  language  should 
be  simple,  vivid,  and  colorful,  with  the  distinct  aim  of  making 
the  past  live  again  in  the  heart  and  head  of  the  child.  The 
stories  should  be  repeated  so  that  the  pupil  will  become 
familiar  with  them,  and  should  form  the  basis  of  much  oral 
and  written  language.  As  early  as  the  third  grade,  a  part  of 
the  pupil's  work  should  take  the  form  of  talking  and  writing 
from  simple  blackboard  outlines,  some  of  which  should  be 
copied  into  note-books  for  reviews.  In  the  fourth  and  fifth 
grades  the  pupils  themselves,  in  class  work,  will  help  to  make 
out  these  outlines.  Wherever  suitable  material  can  be  found 
in  historical  readers  it  should  be  used  both  in  reading  and 
language  lessons. 

Much  of  the  teaching  should  be  done  through  lan- 
guage presented  in  story  form,  but  free  use  should  be 


IN  THE  ELEMENTARY  SCHOOLS  99 

made  of  the  various  kinds  of  objective  material  already 
suggested  for  the  preceding  grades.  Of  course  historic 
readers  will  be  found  of  great  service,  but  nothing  can  take 
the  place  of  the  teacher's  vivid  presentation  of  incidents, 
episodes,  and  events,  of  descriptions,  situations,  and  move- 
ments. In  Grade  VI  there  should  also  be  brought  into 
requisition  a  good  text-book,  from  which  lessons  may  be 
assigned  and  studied. 

In  Grades  VII  and  VIII  much  more  can  be  done  with 
organized  history  than  at  any  earlier  stage.  The  logic  of 
events,  including  proper  emphasis  upon  time,  place,  and 
other  causal  relations,  should  receive  consideration.  But 
failure  is  inevitable  unless  the  immature  thought  and 
limited  experience  of  the  young  learner  are  taken  into 
account.  Only  typical  events  should  receive  emphasis, 
and  these  should  be  so  grouped  and  so  presented  as  to 
make  definite  and  vivid  impressions.  Quality  and  not 
quantity  should  be  the  key-word.  In  requiring  young  chil- 
dren to  memorize  indiscriminate  details  that  only  tradition 
and  certain  conventional  standards  can  possibly  approve, 
there  is  little  but  text-book  cramming,  which  is  stultifying  to 
teacher  and  pupil  alike. 

When  the  pupil  reaches  the  last  two  years  of  the  gram- 
mar school  he  should  be  able  to  make  an  intelligent  use  of 
the  text-book.  He  should  have  more  or  less  ability  to 
study  lessons  after  such  lessons  have  been  wisely  assigned. 
This  is  the  natural  outcome  of  all  his  previous  use  of  books. 
Of  course  the  class  should  not  confine  its  work  to  one 
text-book.  On  the  contrary,  there  should  be  almost  daily 
reference  to  histories  containing  more  illuminating,  and 


ioo  THE  STUDY  OF  HISTORY 

therefore  more  interesting,  accounts  than  those  found  in  the 
condensed  statements  to  which  text-book  writers  must  con- 
fine themselves.  If  suitable  reference  books  in  sufficient 
number  are  at  hand — and  there  should  be  several  of  each 
kind  easily  accessible  to  every  class — it  will  not  be  difficult  so 
to  plan  as  to  make  it  possible  for  every  pupil  to  read  a  brief 
and  definite  assignment  almost  daily.  Unless  page  refer- 
ences are  made,  pupils  will  waste  time  in  aimless  reading,  if 
indeed  they  read  at  all.  In  addition  to  the  references,  special 
topics  should  be  looked  up  by  individual  members  of  the  class. 
These  topics  should  be  selected  with  reference  to  the  graphic, 
suggestive,  or  stimulating  quality  of  the  material  they  em- 
body. 

Before  the  pupil  is  expected  to  set  about  the  task  of 
getting  ready  for  the  recitation  by  studying  the  text-book  or 
looking  up  the  references  or  special  topics,  he  should  receive 
definite  help  and  suggestion  from  the  teacher  so  that  he  may 
work  with  intelligence  and,  it  is  hoped,  with  interest.  In 
some  cases  the  teacher  will  study  at  least  parts  of  the  lesson 
with  the  class,  but  whether  this  is  done  or  not,  the  pupil 
should  be  led  to  see  the  connection  of  the  lesson-facts  with 
what  he  already  knows.  If  more  attention  were  devoted  to 
such  preparatory  work,  there  would  be  less  time  wasted  in 
dreamy  dawdling  over  words  that  have  no  meaning. 

On  the  assumption  of  the  thoughtful  preparation  of  the 
lesson,  which  should  be  assigned  from  the  standpoint  of 
topics  rather  than  pages,  the  pupil  should  be  trained  to  tell 
in  clear,  connected,  and  natural  language,  the  facts  he  has 
gathered  in  his  reading  and  study.  Such  a  result  is  not 
likely  to  follow  unless  he  is  permitted  to  develop  a  self- 
reliant  attitude  in  the  recitation.  Teachers  who  insist  upon 
constantly  interrupting  him  with  questions  that  disturb  the 


IN  THE   ELEMENTARY   SCHOOLS          101 

free  expression  of  his  thought  deprive  him  of  his  natural 
rights.  Only  after  he  has  had  an  opportunity  to  recite  on  a 
given  topic  should  the  teacher  continue  the  discussion  by 
asking  clear,  incisive,  thought-provoking  questions.  They 
should  have  a  larger  purpose  than  finding  the  pupil's  "limit 
of  information.  They  should  aim  to  clear  up  misty  notions, 
stimulate  interest,  and  sharpen  the  edge  of  curiosity. 

Of  equal  value  are  those  questions  which  the  pupils 
should  be  required  to  prepare  for  their  recitation  day  by 
day.  They  will  stimulate  thought,  and  will  help  the  learner 
to  interpret  the  meaning  of  the  subject-matter.  With  a  skil- 
ful teacher  much  thoughtful  work  will  be  the  outcome  of 
this  method.  The  questions — and  sometimes,  especially  in 
review  work,  an  entire  recitation  may  be  devoted  to  them 
— will  call  for  differences  of  opinion  concerning  men  and 
motives.  In  such  cases  it  will  be  well  to  encourage  the 
children  to  express  their  opinions  with  some  freedom, 
even  though  such  opinions  are  crude  and  childish,  as  in  the 
nature  of  the  case  they  must  be.  Discussion  will  help 
children  to  form  the  habit  of  patiently  weighing  the  pros 
and  cons  of  a  question  before  reaching  a  conclusion.  It 
will  help  them  to  search  patiently  for  truth  and  to  see  its 
many-sided  nature,  results  which  are  among  the  best  that 
can  come  from  historical  study. 

To  strengthen  the  pupils  in  this  kind  of  work,  the  history 
class  should  be  organized  into  a  debating  club,  and  the  club 
should  at  stated  times  have  short  debates  on  subjects  about 
which  the  class  already  has  more  or  less  definite  knowledge. 
Not  only  will  the  debating  help  the  pupils  to  formulate  defi- 
nite ideas  and  organize  well  their  facts,  but  it  will  stimulate 
them  to  read  for  further  information. 

There  is  great  value  in  making  comparisons  of  like- 


102  THE   STUDY   OF  HISTORY 

nesses  and  differences  between  men,  manners,  and  institu- 
tions of  various  times  and  places.  The  opportunities  for 
making  such  comparisons  are  many.  The  following  are  a 
few  of  the  examples :  In  what  respects  were  the  Pilgrims  and 
Puritans  alike,  and  in  what  respects  different  ?  Contrast  the 
Virginia  settlers,  in  their  character  and  aims,  with  the  set- 
tlers of  Massachusetts.  Compare  the  life  of  the  people  in 
Virginia  and  Massachusetts  as  affected  by  geographic  condi- 
tions. Contrast  present  modes  of  travel  and  transportation 
with  those  in  use  at  the  beginning  of  Washington's  adminis- 
tration. What  was  the  difference  between  the  American  and 
the  English  point  of  view  of  colonial  taxation  just  before  the 
outbreak  of  the  American  Revolution?  In  what  respects 
were  the  character  and  work  of  George  Washington  and  of 
Abraham  Lincoln  alike,  and  in  what  respects  were  they 
different  ?  What  good  and  what  bad  results  came  from  the 
invention  of  the  cotton-gin  ?  Find  as  many  points  of  likeness 
and  difference  as  you  can  between  the  industrial  life  of  to- 
day and  that  in  Washington's  administration. 

After  due  preparation  such  comparisons  may  be  made 
orally  in  class,  and  in  many  cases  should  be  written  out  in 
note-books.  This  is  only  one  way  in  which  note-books  may 
be  made  useful.  But  we  do  not  hesitate  to  say  that  it  is  easy 
to  require  too  much  note-book  work,  which  may  become 
mechanical  and  devoid  of  special  educational  value.  There 
should,  however,  be  much  written  work.  It  is  a  good  plan 
to  call  frequently  for  short  written  exercises,  and  thus  test  not 
only  the  pupil's  clearness  and  accuracy  of  statement  but  also 
the  quality  of  the  teaching.  Without  such  written  work  it 
is  not  easy  to  ascertain  how  much  the  individual  members  of 
the  class  are  getting  out  of  their  instruction.  Moreover, 
certain  problems  may  be  presented,  the  written  solution  of 


IN  THE   ELEMENTARY  SCHOOLS          103 

which  will  test  the  pupil's  reasoning  power.  In  such  cases 
the  teacher  should  take  care  that  pupils  have  the  facts  and 
conditions  necessary  for  intelligent  thinking.  If,  for  exam- 
ple, McClellan's  advance  upon  Richmond  in  1862  is  the 
topic  under  discussion  and  the  facts  are  well  in  hand,  the 
following  questions  may  be  asked:  Would  you  have  favored 
an  advance  overland  or  by  water?  Give  reasons  for  your 
answer.  After  arriving  at  Yorktown,  would  you  have  made 
an  immediate  attack  or  would  you  have  followed  McClel- 
lan's plan?  If  the  class  is  studying  Madison's  administra- 
tion, pupils  may  be  asked  to  tell  whether,  if  they  had  been 
living  at  that  time,  they  would  have  favored  war  with  England 
or  with  France. 

To  answer  such  questions  is  to  get  some  insight  into 
the  logic  of  events.  But  nowhere  is  such  logic  more  clearly 
discernible  than  in  the  relation  existing  between  geography 
and  history.  As  soon  as  the  pupils  are  able  to  do  so,  they 
should  be  required  to  use  the  map  in  locating  events,  and 
should  make  free  use  of  outline  maps.  But  care  should  be 
taken  to  use  maps  which  represent  conditions  pretty  much 
as  they  were  at  the  time  when  the  events  took  place.  It  is  a 
mistake  in  tracing  out  the  routes  taken  by  explorers,  for 
instance,  to  use  political  maps  which,  on  account  of  the  mass 
of  details  presented,  are  confusing  and  misleading  to  the 
pupil.  A  map  with  a  few  important  physical  facts  on  which 
the  routes  taken  are  clearly  indicated  is  much  better.  Quite 
as  important  as  routes  of  travel  are  such  geographical  con- 
ditions as  soil,  climate,  rivers,  and  mountains.  Grammar 
school  pupils  can  easily  see  the  relation  between  soil  and 
climate  on  the  one  hand  and  the  growth  of  tobacco  in  Vir- 
ginia on  the  other,  and  the  equally  close  relation  between  the 
cultivation  of  tobacco  in  Virginia  and  the  establishment  of 


io4  THE   STUDY   OF  HISTORY 

rural  life  there.  The  same  is  true  for  the  relation  between 
tobacco  and  the  demand  for  slavery  in  Virginia,  as  well  as 
between  the  growth  of  cotton  and  the  extension  of  slavery  in 
various  parts  of  the  South.  If  the  four  great  staples  of  the 
South — rice,  sugar,  cotton,  and  tobacco — could  have  been 
cultivated  to  advantage  by  slave  labor  in  the  mountain  areas, 
the  Confederate  cause  would  probably  have  received  the 
cordial  support  of  the  people  living  in  those  areas,  who  sent 
many  thousands  of  soldiers  into  the  Northern  army  because 
they  had  no  sympathy  with  slavery.  These  are  only  a  few 
illustrations  of  how  greatly  geographical  forces  and  condi- 
tions modify  historic  movements. 

Time  is  another  element  in  the  logic  of  history,  for  an 
event  may  be  a  result  with  reference  to  what  preceded  and 
a  cause  with  reference  to  what  followed.  To  know,  there- 
fore, when  an  event  took  place,  adds  to  our  power  of  inter- 
preting its  meaning;  but  it  is  by  no  means  worth  while  to 
know  the  exact  date  of  any  but  the  most  significant  events, 
about  which  the  less  significant  may  be  clustered.  For  exact 
memorizing  we  may  select  important  dates  like  1492,  1588, 
1689,  and  1789,  which  stand  about  a  century  apart.  It  is 
important  to  know  that  Columbus  discovered  America  in 
1492,  but  it  is  not  important  to  know  just  when  the  Cabots 
reached  the  mainland,  nor  just  when  Columbus  made  his 
other  voyages  of  discovery.  Within  fifty  years  from  1492 
the  principal  Spanish  explorations  were  made.  It  is  not 
amiss  to  require  pupils  to  memorize  the  date  when  De  Soto 
discovered  the  Mississippi  River,  but  the  exact  dates  when 
De  Leon,  Balboa,  Cortez,  and  Pizarro  did  their  work  are  not 
of  special  value  in  helping  the  pupils  to  reason  about  the 
facts  of  history.  With  another  great  event,  the  defeat  of  the 
Spanish  Armada  by  England  in  1588,  may  be  associated  in 


IN  THE   ELEMENTARY   SCHOOLS          105 

a  similar  manner  Raleigh's  attempt  to  plant  a  colony  in 
Virginia. 

In  showing  the  logical  relation  of  events  in  history, 
reviews  are  of  much  value.  But  the  subject-matter  may  be 
presented  in  a  different  manner  from  the  way  in  which  it  is 
presented  in  advance  work.  Reviews  may  be  biographical, 
chronological,  or  geographical.  If  they  are  biographical, 
events  will  be  centred  about  representative  men;  if  chrono- 
logical, the  time  element  will  be  emphasized ;  if  geographical, 
the  place  element  will  be  made  prominent.  But  perhaps  the 
most  helpful  kind  of  review  is  that  which  deals  with  separate 
phases  of  historical  development.  The  entire  attention  may 
be  concentrated  upon  some  single  movement  like  the  Indian 
question,  the  slavery  question,  the  development  of  trans- 
portation and  means  of  communication,  the  growth  of  the 
West,  the  acquisition  of  territory,  the  growth  of  immigration, 
the  causes  of  important  wars,  or  some  other  historic  move- 
ment. Such  a  review  will  enable  the  pupil  to  get  an  insight 
into  development  along  a.  definite  line.  History  is  so  com- 
plex that  confusion  is  likely  to  arise  unless  certain  phases  of 
historic  growth  are  singled  out  for  emphasis. 

This  method  of  review  indicates  that  in  developing  the 
logic  of  events  the  grouping  of  topics  is  quite  as  important 
as  the  selection  of  facts.  To  the  committee  there  seems  to 
be  no  good  reason  why,  for  example,  presidential  adminis- 
trations should,  as  a  rule,  have  any  influence  on  the  grouping 
of  events. 

At  every  stage  of  the  work,  more  or  less  should  be  done 
with  pictures,  but  they  should  be  carefully  selected  with 
reference  to  their  suggestive  value  in  illustrating  life — per- 
sonal, industrial,  and  social.  If  too  many  are  used  the 
pupil's  imagination  will  not  have  an  opportunity  for  due 


io6 

exercise  in  recalling  the  exact  situation.  Other  means  of 
giving  a  sense  of  reality  and  appealing  to  the  feelings  are 
found  in  visiting  historic  scenes  and  in  reading  source  ma- 
terial like  letters,  journals,  diaries,  and  other  personal  ac- 
counts from  the  pens  of  men  and  women  who  took  part  in  the 
events  they  narrate  or  witnessed  the  scenes  they  portray. 
But  the  value  of  the  study  of  original  sources  in  grammar 
schools  may  be  easily  overrated;  for,  after  all,  historic  ma- 
terial, whether  it  consists  of  letters,  journals,  manuscripts, 
or  facts  gathered  by  the  historian,  must  be  interpreted  by 
the  pupil  in  order  that  he  may  appreciate  the  inner  spirit  of 
the  life  which  is  described.  Although  a  certain  freshness 
and  stimulus  come  from  the  accounts  written  by  eye-wit- 
nesses or  by  the  participants  in  the  events,  yet  these  accounts 
are  only  symbols  and  must  themselves  be  interpreted  before 
the  truth  can  be  discerned.  For  such  interpretation  the 
young  mind  will  find  the  best  help  in  the  illuminating  pages 
of  the  great  historian,  whose  genius  has  been  applied  to  re- 
producing with  imaginative  power  the  men,  the  manners, 
and  the  institutions  of  by-gone  days. 

Of  course  poetry  and  fiction  have  great  value  and  should 
be  brought  into  requisition  at  various  points  where  they  can 
make  the  deepest  impression  upon  the  life  of  the  pupil. 
Many  of  our  patriotic  poems  should  be  studied  or  learned, 
but  the  historic  setting — when  there  is  an  historic  setting — 
should  first  be  carefully  presented  in  order  that  the  meaning 
of  the  poem  may  be  better  understood.  As  has  been  well 
said,  "Poetry  paints  what  history  describes";  and  the  novel- 
ist can  vividly  present  in  concrete  detail  the  motives  and 
ideals  that  are  characteristic  of  the  age.  Both  poetry  and 
fiction  will  help  the  pupil  to  reexperience  the  best  that  men 
have  felt  and  thought  and  done. 


IN  THE   ELEMENTARY   SCHOOLS          107 

As  has  been  suggested  more  than  once  in  this  discussion 
of  method,  the  moral  element  is  of  surpassing  importance  in 
history.  Truth  has  its  supreme  embodiment  in  personality. 
Therefore  special  emphasis  should  be  given  to  personal 
force,  because  it  is  truth  in  the  concrete  and  the  great  life 
principles  as  they  have  been  embodied  in  individual  men  that 
win  the  deep  interest  of  the  boy  or  girl  in  the  grammar  school. 
By  emphasizing  the  service  of  distinguished  men  as  they  are 
identified  with  great  social,  industrial,  and  political  move- 
ments, the  pupil  will  get  at  the  true  meaning  of  history,  for 
the  aims  and  aspirations  of  great  leaders  reveal  the  aims 
and  aspirations  that  inspire  the  people. 


AN  OUTLINE  FOR  TEACHING  THE  DEVELOP- 
MENT OF  A  CONSTITUTIONAL  GOVERN- 
MENT IN  THE  EIGHTH  GRADE  DURING 
THREE  LESSONS  OF  FORTY  MINUTES 
EACH* 

Objective  material : — Pictures  of  Independence  Hall  and 
of  Washington,  Madison,  Franklin,  and  Hamilton.  Copies 
of  the  Constitution.  Maps  showing  distribution  of  votes  in 
the  adoption  of  the  Constitution  by  the  States. 

Method: — Review  by  rapid  questioning  or  by  topical 
recitation  from  the  blackboard  outline.  Advance  lessons 
developed  by  teacher  from  references;  from  the  pupils' 
knowledge  of  English  and  colonial  government;  by  class 
research  in  text-books  and  in  copies  of  the  Constitution. 

*The  Committee  is  under  obligation  to  Miss  Blanche  A.  Cheney  of 
the  Lowell  Normal  School  for  this  outline. 


io8  THE   STUDY   OF  HISTORY 

References  for  the  teacher: — 

Bancroft:  History  of  Constitution  of  the  United  States, 

2  vols. 

Fiske:  Critical  Period,  pp.  212-345. 
Gay:  James  Madison,  pp.  88-127. 

Texts  and  references  for  pupils: — 
Copies  of  the  Constitution. 

Short  histories  of  the  United  States  by  Fiske,  Gordy, 
Mace,  McMaster,  Scudder,  Woodburn,  and  Moran, 
etc. 

Reference  books: — 

Hart :  American  History  Told  by  Contemporaries,  III, 
pp.  198-254. 

Formation  of  the  Union,  pp.  121-135. 

Hill:  Liberty  Documents,  pp.  244-285. 

McLaughlin:  The  Confederation  and  the  Constitu- 
tion, pp.  168-317. 

McMaster,  Vol.  I,  pp.  416-423;  436-502. 

Schouler:  Vol.  I,  pp.  19-70. 

Walker:  Making  of  the  Nation,  pp.  19-62. 

I.  THE  FEDERAL  CONVENTION. 

1.  Steps  leading  to  the  Convention:  Failure  of  the 

Confederation.     Annapolis  Convention. 

2.  Time  and  place. 

3.  Leaders:  Washington,  Franklin,  Madison,  Ham- 

ilton. 

4.  Difficulties :  Great  task  of  forming  a  government 

which  should  act  directly  upon  the  people  in- 
stead of  the  States;  want  of  authority;  jealousy 
of  Congress;  prejudices  of  the  people;  dis- 
sensions among  members  of  Convention. 

5.  Discussion  of  the  plans  submitted:  New  Jersey 

plan — simply  amended  Articles  of  Confedera- 
tion. Virginia  plan — a  radical  cure  for  all 
evils  of  Confederation. 


109 

6.  The  framing  of  the  Constitution  on  the  Virginia 
plan. 

a.  Sources    of    the    Constitution:    English 

laws  and  institutions;  colonial  legisla- 
tures; State  constitutions;  experience 
of  the  defects  of  the  Articles  of  Con- 
federation; original  features. 

b.  Three  departments  of  Federal  govern- 

ment: Legislative,  executive,  judicial. 

c.  The   great    compromises:    State   repre- 

sentation; slave  representation;  slave 
trade  and  commerce. 

d.  Powers  granted  Federal  government  and 

States.  (Dwell  upon  importance  of 
power  of  coercion  and  taxation.)  In- 
ference: Constitution  grants  Federal 
government  power  over  affairs  that 
concern  all  the  States  and  cannot  be 
settled  harmoniously  by  the  States 
acting  separately;  the  States  are  al- 
lowed all  powers  not  specified  in  the 
Constitution,  particularly  the  right  to 
manage  their  own  internal  affairs. 

e.  Other    important    features:    The    Con- 

stitution, the  supreme  law  of  the  land, 
the  "elastic  clause." 

/.  Signing  of  the  Constitution  and  adjourn- 
ment of  the  Convention.  (Franklin's 
prophecy.) 

II.  RATIFICATION  OF  THE  CONSTITUTION. 

1.  Constitution  submitted  to  Congress. 

2.  Congress  transmitted  it  to  the  State  legislatures. 

3.  Reception  by  the  people:    Arguments  pro   and 

con;  Federalists  and  Anti-Federalists. 

4.  State  Conventions  called. 


no  THE   STUDY  OF  HISTORY 

5.  Adoption  by  States,  1788.  (Use  maps  showing 
distribution  of  votes  in  McLaughlin,  Confed- 
eration and  Constitution,  pp.  279-301.) 

III.  THE  CONSTITUTION  IN  OPERATION,  1789. 

IV.  THE  BILL  OF  RIGHTS. 

1.  Massachusetts'  objection  and  proposition. 

2.  Provisions:  Freedom  of  speech,  press,  religion; 

right  to  petition  Congress,  trial  by  jury,  bear 
arms,  etc.  (Compare  with  the  English  Bill 
of  Rights.) 

3.  Adopted  by  Congress,  1791. 

V.  CHARACTER  OF  THE  CONSTITUTION. 

1.  Hayne's  view — "A  compact  of  sovereign  States." 

2.  Webster's  view — "The  people  have  declared  that 

this  Constitution  shall  be  the  supreme  law." 

3.  Bancroft's  view — "The  Constitution  creates  an 

indissoluble  union  of  imperishable  States." 
For  later  views  by  Hart,  McLaughlin,  Thorpe,  etc.,  see 
Hill,  Liberty  Documents,  pp.  273-285. 

AN  OUTLINE  FOR  TEACHING  THE  BIRTH  OF 
THE  GERMAN  NATION  IN  THE  EIGHTH 
GRADE* 

Time  allowance: — Four  lessons  of  thirty  minutes  each. 

OBJECTIVE  MATERIAL: — Pictures  of  King  William,  of 
Bismarck,  of  Napoleon  III,  of  the  battle  of  Sadowa,  and  of 
the  scene  at  Versailles  when  the  Emperor  was  proclaimed. 
A  sketch  map  on  the  board,  chalk  lines  of  different  colors  to 
show  the  territory  of  the  Austrian  Empire,  of  France,  of  Italy, 
and  Schleswig-Holstein,  and  a  daily  increasing  number  of 
battlefields  and  cities  mentioned  in  the  lesson. 

*The  Committee  is  under  obligation  to  Miss  Blanche  Hazard  of 
Cambridge,  Massachusetts,  for  this  outline. 


Ill 

METHOD. 

We  began  by  joining  the  idea  of  this  new  nation's  birth 
with  that  of  the  struggle  to  save  our  own  through  the  Civil 
War  and  reconstruction.  With  this  link  secured,  the  ad- 
vance lesson  was  developed  from  new  material  and  repro- 
duced orally.  In  each  lesson  after  the  first  a  review  was 
made  of  the  whole  subject  as  far  as  it  had  been  taught.  At 
the  close  of  the  fourth  lesson  the  class  read  aloud  a  biography 
of  Bismarck.  Here  they  recognized  facts  and  impressions 
quickly.  Last  of  all,  as  a  part  of  their  English  work,  the 
class  wrote  a  story  of  the  birth  of  the  German  nation. 

References  for  the  teachers: — 
Henderson,  E.  F. :  Short  History  of  Germany. 
Phillips:  Modern  Europe. 
Robinson,  J.  H. :    Readings   on  History  of  Western 

Europe,  Vol.  II. 

Bismarck:  Reflections  and  Reminiscences. 
Bourne,  Henry  E. :  Mediaeval  and  Modern  Europe. 
Whitcomb,  I.  B. :  Heroes  of  the  Nations. 

I.  INTRODUCTION. 

While  the  United  States  are  struggling  to  save  their 
nation  in  1861-1866,  German  states  are  trying  to 
form  a  nation.  Italy  trying  also  to  form  a  nation. 

II.  CONDITIONS  IN  GERMANY  after  Napoleon  I's  con- 

quest. 

III.  CONGRESS  OF  VIENNA  in  1815  organized  the  Ger- 

man Confederation. 

1.  Members  of  Confederation. 

2.  Leader — Austria. 

3.  Action  through  Diet  or  Council  of  Representa- 

tives. 

4.  Rivalry  within  Confederation — between  Prussia 

and  Austria. 


ii2  THE   STUDY  OF  HISTORY 

IV.  CUSTOMS  UNION. 

1.  Members — nearly  the  same  as  those  of  the  Ger- 

man Confederation. 

2.  Bond — treaties  to  secure  free  trade  among  them- 

selves. 

3.  Leader — Prussia. 

4.  Austria  outside  of  this  union. 

a.  Reason — needed  protective  duties. 

b.  Result — bitterness. 

V.  RIVALRY  between  political  union  and  economic  union. 

1.  Reason. 

2.  No  real  unity. 

3.  Benefit — training  school  for  states  under  Prus- 

sian leadership. 

VI.  KING  WILLIAM  I  OF  PRUSSIA  UNDERTAKES  TASK 

OF  SECURING  GERMAN  NATION. 

1.  Accession  to  throne  of  Prussia,  1861. 

2.  Belief  in  strong  army. 

3.  Chief  advisers — Bismarck  and  Von  Moltke. 

4.  Prorogues  Parliament  when  it  refuses  to  increase 

army,  and  then  makes  ordinances  while  "they 
were  not  in  session."  This  was  constitutional 
but  high-handed. 

VII.  WAR  WITH  AUSTRIA  NECESSARY  TO  DECIDE  RI- 

VALRY AND  TO  LET  GERMANY  BECOME  A  NATION 
UNDER  PRUSSIAN  LEADERSHIP. 
i.  Problems  to  be  solved. 

a.  Who  should  declare  war? 

6.  On  what  pretext? 

c.  On  which  sides  would  the  small  states 

array  themselves? 

d.  What  would  be  the  attitude  of  neigh- 

bors? 

1.  Of  Italy  (  which  allies  ? 

2.  Of  France  <  which  foes? 

3.  Of  Russia  (  which  neutral  ? 


2.  Preparation  for  distant  but  desired  war. 

a.  Bismarck  secures  gratitude  of  Russia  by 

closing  Prussian  frontier  to  Polish  in- 
surrectionists. 

b.  Prussia  shows  Italy  their  common  in- 

terests in  trying  to  secure  national 
unity  and  their  common  foe,  Austria; 
hence  compact. 

c.  Prussia  finds  Napoleon  III.  and  France 

holding  aloof. 

3.  Occasion — Quarrel     over     Schleswig-Holstein, 

1863. 

4.  War  is  declared  when  Prussian  troops  entered 

Holstein  "to  prevent  revolutionary  ideas 
nourished  by  Austria  from  spreading  there," 
and  into  Schleswig  which  was  under  Prussian 
rule. 

5.  Austria  calls  old  diet,  and  that  body  declares  war 

on  Prussia. 

6.  Prussia  retaliates  by  declaring   German   Con- 

federation dissolved. 

7.  Course  of  Austro-Prussian  War.     "Six  Weeks' 

War." 

a.  Hanoverian    troops    captured,    Saxony 

overrun,  and  Bohemia  invaded  by 
Prussian  army. 

b.  Italy  attacks  Austrian  troops  in  Venetia, 

but  fails. 

c.  Decisive  battle  at  Sadowa,  1866 — Prus- 

sian victory. 

8.  Peace  made  at  Prague. 

a.  Both  sides  ready:  why? 

b.  Terms:  Bismarck's  demands  are  slight 

and  respect  Austria's  rights  within 
Austria. 

r),  Prussia  recognized  as  leader  in  Germany; 
Hanover,  Hesse-Cassel,  Schleswig-Holstein 
added  to  Prussia. 


ii4  THE   STUDY   OF  HISTORY 

VIII.  NORTH  GERMAN  FEDERATION  FORMED. 

1.  Members — German  states  north  of  the  Main. 

2.  Leader — Prussia. 

3.  President — Prussian  King. 

4.  Constitution  provides  for  a  federal  government, 

a   federal   council    (Senate),    and   Reichstag 
(popular  assembly). 

5.  Powers  of  this  federal  government. 

IX.  THE  WINNING  OF  SOUTHERN  GERMANY. 

1.  Barriers — religion  and  traditions. 

2.  Ready  for  partial  union  with  Prussia  in  a  Cus- 

toms Union. 

3.  Made  secret  treaties  of  defensive  alliance  with 

Bismarck. 

4.  Refused  Napoleon  Ill's  overtures. 

5.  Gave  full  allegiance  to  Prussia  at  close  of  Franco- 

Prussian  War. 

X.  LAST  STEP  IN  ESTABLISHING    GERMAN  NATION — 

FRANCO-PRUSSIAN  WAR,  1870-1871. 

1.  Cause — rivalry  of  Austria  and  Prussia. 

2.  Occasion — the  misquoted  telegram. 

3.  Allies — all    German   states   except   Austria   vs. 

France. 

4.  Course — Details,  leaders,  campaigns,  victories. 

5.  Peace — dictating  of  terms  at  Versailles  where 

King  William  of  Prussia  was  declared  Em- 
peror of  the  German  nation. 

ILLUSTRATIVE  MATERIAL 

Langl,  Historical  Pictures,  about  24  x  18  inches,  un- 
mounted, about  75  cents  each. 

(i)  Modern  Athens,  with  Acropolis;  (2)  Parthenon, 
present  condition;  (3)  Parthenon  restored;  (4)  Discus 
Thrower;  (5)  Hermes;  (6)  Venus  of  Milo. 


IN  THE  ELEMENTARY  SCHOOLS          115 

For  the  appearance  of  the  Greek  in  peace  and  in  war 
the  following  four  pictures:  (7)  the  statue  of  Sophocles; 
(8)  Greek  funeral  slab,  as  in  Botsford,  Ancient  History 
for  Beginners,  p.  252;  (9)  Tanagra  woman;  (10)  a  Greek 
warrior  of  the  Alexandrian  period,  from  the  Alexandrian 
Sarcophagus,  (n)  Zeus,  the  Zeus  Otricoli;  (12)  Athena, 
the  Lemnian,  full  statue;  .  (13)  Apollo  Musagetes,  in  long 
flowing  robe,  or  Apollo  and  the  Muses. 

Roman:  (i)  the  Forum  (restoration  by  Huelsen);  (2) 
Triumphal  Arch,  Constan tine's  Arch;  (3)  the  Colosseum, 
exterior  view;  (4)  Colosseum,  interior  view,  or  interior  of 
amphitheatre  in  France  (Nimes  or  Aries);  (5)  Roman  aque- 
duct; (6)  Roman  road  (perhaps  gateway  of  Perugia  with  view 
of  the  Appian  Way);  (7)  a  Roman  general  addressing  his 
soldiers  (colored  reconstruction  published  in  Germany);  (8) 
a  Roman  in  toga;  (9)  a  vestal  virgin  (antique  statue). 

Christianity  and  mediaeval  times;  for  the  beginning  of 
the  Christian  Era:  (i)  Sistine  Madonna;  (2)  Perugino's 
Birth  of  Christ  and  Adoration  of  the  Shepherds,  at  Perugia; 
(3)  Crucifixion,  Perugino,  from  fresco  in  Florence;  (4)  prim- 
itive German  life,  a  German  court-yard  (chromo-lithograph) ; 
(5)  monastic  life,  showing  the  various  occupations  of  the 
monks;  (6)  a  tournament;  (7)  a  castle;  (8)  cathedral  at 
Rheims;  (9)  the  Alhambra;  (10)  Crusaders  before  Jerusalem 
(Lohmeyer  Wandbilder  fur  den  Geschichtlichen  Unterricht).* 

These  and  other  publications  of  illustrations  for  school 
purposes  can  be  obtained  through  any  importer  of  German 
books. 

In  addition,  reproductions  of:  (i)  Alma  Tadema,  Fes- 

*  Numbers  4  to  7  in  this  list  appear  in  Lehmann,  Kulturgeschicht- 
liche  Bilder  (colored) ;  numbers  8  and  9  in  Langl,  Bilder  Zur  Geschichte; 
number  10  as  indicated  above. 


n6  THE   STUDY   OF  HISTORY 

tival  of  the  Roses;  (2)  Alma  Tadema,  Vestal  Virgin;  (3) 
Gerome,  Pollice  Verso;  (4)  Gabriel  Max,  The  Christian 
Martyr. 

The  attention  of  the  pupils  could  be  called  to  the  fact 
that  these  four  modern  paintings  represent  the  personal  im- 
pressions of  the  artists  who  have,  however,  been  exceedingly 
accurate  in  their  studies  of  the  architectural  material  at  hand. 
In  the  same  way  the  German  chromo-lithographs,  like  the 
representations  of  Monastic  life,  the  Crusaders  before  Jeru- 
salem, etc.,  are  conscientious  interpretations  in  form  and 
color  of  the  source  material  available. 

To  the  pictures  previously  mentioned  may  be  added  the 
representations  of  the  Bayeux  Tapestry,  that  can  be  found  in 
Gardiner's  Student's  History  of  England.  Also  reproduc- 
tions of  Carpaccio,  pictures  of  Venice  and  the  Plaza  San 
Marco,  as  well  as  representations  of  the  church  of  San 
Marco,  as  type  of  the  relationship  with  the  East. 

Representations  in  colors  of  the  Saracenic  influence  in 
architecture,  revealed  in  the  Dome  of  Palermo  and  the 
Cloisters  of  Monreale  at  Palermo. 

ELEMENTARY  CIVICS 

We  believe  that  elementary  civics  should  permeate  the 
entire  school  life  of  the  child.  In  the  early  grades  the  most 
effective  features  of  this  instruction  will  be  directly  connected 
with  the  teaching  of  regular  subjects  in  the  course  of  study- 
Through  story,  poem,  and  song  there  is  the  quickening  of 
those  emotions  which  influence  civic  life.  The  words  and 
biographies  of  great  men  furnish  many  opportunities  for  in- 
cidental instruction  in  civics.  The  elements  of  geography 
serve  to  emphasize  the  interdependence  of  men — the  very 


IN  THE  ELEMENTARY   SCHOOLS          117 

earliest  lesson  in  civic  instruction.  A  study  of  pictures  and 
architecture  arouses  the  desire  for  civic  beauty  and  order- 
liness. 

It  is  recommended  that  civics  and  history  should,  so  far 
as  possible,  be  taught  as  allied  subjects  with  the  emphasis 
at  one  time  upon  history  and  at  another  time  upon  present 
civics.  Along  with  the  incidental  instruction  in  civics,  there 
should  be  given  suitable  lessons  in  the  present-day  political 
activities  connected  with  the  life  of  the  child.  He  should 
gradually  come  to  realize  that  each  political  unit:  town,  city, 
state,  nation,  is  a  group  of  people  organized  in  such  a  man- 
ner as  to  do  for  the  members  of  that  group  those  kinds  of 
work  which  all  need  to  have  done. 

The  special  aim  in  the  teaching  of  civics  therefore 
should  be  to  help  the  child  realize  himself  as  a  member  of 
each  political  group  that  does  work  for  him.  It  should  help 
him  to  realize  as  concretely  and  vividly  as  possible: 

1.  What  the  most  important  things  are  that  are  done 
for  its  members  by  each  political  group. 

2.  That  there  is  a  division  of  labor  among  these  groups: 
—town,  city,  state,  nation,  each  in  the  main  doing  the  work 
that  is  needed  by  its  own  members. 

3.  The  general  way  in  which  the  members  of  each 
group  do  their  work — in  other  words,  learn  about  the  officers, 
laws,  elections,  taxation,  etc.,  of  each  unit  as  merely  the 
machinery  by  which  the  needed  work  is  done. 

4.  That  there  should  always  be  a  reciprocal  exchange; 
honest  service  for  honest  support  between  the  members  of 
each  group — "the  public" — and  the  smaller  number  of  mem- 
bers— "office   holders" — who   are   chosen    to   have  special 
charge  of  the  work  of  the  group. 

Specific  civic  instruction  cannot  be  carried  on  to  ad- 


u8  THE   STUDY   OF  HISTORY 

vantage,  it  is  thought,  earlier  than  the  fifth  grade.  The 
Committee  cannot  sanction  the  plan  followed  by  some  writers 
of  texts  in  histoiy  for  the  elemental  y  schools.  This  consists 
in  introducing  two  or  three  chapters  on  the  framework  of 
the  National  government  at  that  point  in  the  study  of  history 
where  the  new  government  goes  into  operation.  Such  ac- 
counts, at  best,  give  the  pupil  an  inadequate  idea  of  the 
character  of  our  government.  He  can,  by  reading  these 
chapters,  gain  little  knowledge  of  the  real  problems  connected 
with  the  carrying  on  of  municipal,  state,  and  national  affairs. 
The  pupil  might  more  profitably  be  given  certain  clauses  of 
the  Constitution  to  read  for  himself. 

The  Committee  is  of  the  unanimous  opinion  that  the 
best  results  can  be  secured  in  the  teaching  of  government  in 
the  seventh  and  eighth  grades  when  pupils  are  assigned 
definite  readings  in  a  good  text  on  civics.  Many  of  these 
assignments  should  accompany  the  regular  lessons  in  his- 
tory. Others  would  be  taken  more  advantageously  as  sepa- 
rate lessons,  for  which  provision  should  be  made  in  the 
programme. 

NOTE: — Stated  approximately,  the  time  to  be  given 
civics  should  be  at  least  twenty  minutes  a  week  for  a  half 
year  in  grades  five  and  six;  forty  minutes  in  grade  seven,  and 
sixty  minutes  in  grade  eight. 

FIFTH  GRADE: — a.  The  "run  to  a  fire"  is  of  interest  to 
pupils  of  all  grades,  but  it  is  recommended  that  a  study  of 
this  activity  be  made  in  the  fifth  grade.  By  visiting  a  fire 
station,  the  child  may  be  taught  better  to  appreciate  the 
system  now  in  use  in  the  cities  in  contrast  with  former  meth- 
ods of  fighting  a  fire.  It  is  a  community  interest  supported 
by  the  people,  and  the  people  have  a  right  to  insist  upon  the 


IN  THE   ELEMENTARY   SCHOOLS          119 

most  efficient  service  possible.  Besides,  there  is  no  better 
material  for  the  purpose  of  developing,  in  the  child,  high 
ideals  of  bravery  and  faithful  performance  of  duty  than  in  a 
study  of  our  modern  city  fire  departments.  The  child  should 
get  an  idea  of  the  organization  of  a  fire  company  and  the 
relation  of  one  company  to  another.  He  should  learn  of  the 
causes  and  prevention  of  fires. 

b.  The  Police  department  studied  in  a  like  manner. 

c.  The  coming  of  the  postman  furnishes  the  occasion 
for  the  introduction  of  an  elementary  account  of  the  post- 
office  system. 

d.  He  should  be  taught  to  see  the  nature  of  the  services 
rendered  by,  and  his  obligation  to,  the  "garbage-man"  and 
the  street  sprinkler.     A  discussion  of  the  systems  of  streets 
and  alleys  and  parks,  and  care  therefor,  should  be  introduced. 

e.  Schools  and  public  libraries. 

SIXTH  GRADE: — As  in  the  fifth  grade,  the  thing  done 
should  be  kept  foremost.  Excursions  should,  whenever  pos- 
sible, be  made  to  the  places  talked  about. 

a.  Water  supply  and  sewerage  system. 

b.  (i)  The  Board  of  Health  and  the  Commissioner  of 
Health  who  report  on  epidemics,  grant  permits,  post  notices, 
and  enforce  the  laws  and  ordinances  relative  to  the  preserva- 
tion of  health  in  a  community;  (2)  Sanitary  and  plumbing 
inspectors,  whose  duties  are  to  visit  tenements,  shops,  etc., 
and  issue  and  investigate  complaints;  (3)  Hospitals. 

c.  Suffrage,  immigration,  and  naturalization. 

d.  Juvenile  courts. 

e.  The  simplest  form  of  city  government  may  here  be 
introduced  with  mayor  and  council.     Why  they  are  needed, 
and  their  duties.     Caucus  and  elections. 


120  THE   STUDY  OF  HISTORY 

SEVENTH  GRADE.  NOTE: — Through  the  elementary 
history  of  the  seventh  grade  the  child  progresses  from  the 
isolation  of  local  units  to  the  Union  produced  through  the 
Revolutionary  War — from  colonial  forms  of  government  and 
life  to  State.  The  names  of  colonial  governor,  assembly, 
senate,  charter  have  become  known  to  him.  Governor, 
legislature,  constitution,  as  in  part  developed  from  these, 
ought,  at  least,  to  receive  brief  attention.  Interest  in  his 
history,  also,  will  have  been  increased  if  a  present  condition  is 
used  to  illustrate  a  past  fact;  as  the  Stamp  Act  in  1765  and 
Internal  Revenue  Stamps;  Writs  of  Assistance,  and  Search 
Warrants. 

Aided  by  a  good  text  in  civics,  the  aim  should  be  to 
bring  out  other  concrete  functions  of  local  and  state  govern- 
ments than  those  previously  developed.  Now  the  machinery 
through  which  these  functions  are  performed  is  made  more 
prominent  but  should  not  be  made  the  primary  object. 

a.  Overseers  of  the  poor. 

b.  State  charities,  asylums,  almshouses,  etc. 

c.  State  schools. 

d.  State  penal  institutions. 

e.  How  care  is  taken  of  forests  and  parks  by  State  and 
National  aid.      * 

/.   Government  construction  of  roads,  canals,  harbors,  etc. 

g.  State  government.     State  taxation. 

EIGHTH  GRADE: — The  pupil  has  now  advanced  in  his 
history  to  the  formation  of  the  National  government  and  its 
development.  A  discussion  of  a  number  of  the  topics  will 
call  for  the  study  of  topics  which  may  strictly  be  classified 
as  in  the  domain  of  civics,  as:  methods  of  selecting  presi- 
dential electors,  nomination  of  candidates  for  President  and 
Vice-President,  Presidential  succession,  etc. 


IN  THE   ELEMENTARY  SCHOOLS          121 

With  the  aid  of  a  good  text-book  in  civics,  he  should 
.study  National  government  as  it  works  to-day.  The  aim 
.should  be  again,  not  so  much  to  know  the  machinery  as  the 
functions  of  the  various  parts.  Comparison  should  also  be 
made  in  an  elementary  way  of  town,  city,  county,  State  and 
National  governments.  There  should  likewise  be  the  gath- 
ering together  of  the  various  threads  of  concrete  civic  study 
done  in  all  the  preceding  grades. 

Much  valuable  supplementary  instruction  in  civics  may 
be  given,  especially  in  the  last  two  grades,  by  introducing  for 
discussion,  during  the  general  exercise,  topics  related  to  the 
different  lines  of  human  activity,  such  as :  child  labor,  corrup- 
tion in  politics. 

If  "good  citizenship  must  be  the  religion  of  our  common 
schools,"  the  introduction  of  such  a  course,  or  one  with  like 
aims,  into  our  public  school  programmes,  needs  no  appeal. 
We  want  our  children  to  receive  that  sort  of  instruction  which 
will  fit  them  for  citizenship  in  the  largest  sense.  Having 
progressed  from  grade  to  grade  and  taken  up  the  concrete 
•civic  topics  of  the  course,  the  pupil  should  come  to  see 
clearly : 

a.  The  division  of  labor  among  the  different  political  units. 

b.  That  the  machinery  of  these  units  demands  intelligent 
support  from  citizens,  and  should  exist  merely  for  the  pur- 
pose of  rendering  service  back  to  him. 

c.  Special  methods  of  local  city  government,  officers, 
ideals,  etc. 

d.  That  in  the  many-sided  life  of  our  American  democ- 
racy there  are  opportunities  on  every  hand    for  American 
boys  and  girls  to  exercise  all  they  have  found  brave  and  wise 
and  true  in  the  study  of    their    European    and    American 
ancestry. 


122  THE   STUDY  OF  HISTORY 

BIBLIOGRAPHY.      , 

Much  assistance  may  be  gotten  by  the  teacher  in  the 
presentation  of  these  topics  from  annual  reports  by  the 
various  officers  and  departments,  such  as  the  fire  department, 
board  of  health,  charity  organizations. 

There  are  numerous  text-books  suitable  to  pupils  of  these 
grades.  Bryce's  American  Commonwealth  is  excellent  for 
reference. 

Respectfully  submitted, 

JAMES    ALTON    JAMES,    Northwestern 

University,  Chairman. 
HENRY  E.  BOURNE,  Western  Reserve 

University. 
EUGENE  C.   BROOKS,  Trinity  College, 

N.  C. 
WILBUR  F.  GORDY,  Superintendent  of 

Schools,  Springfield,  Mass. 
MABEL  HILL,  Lowell,  Mass.,  Normal 

School. 
JULIUS  SACHS,  Teachers'  College,  New 

York. 
HENRY  W.  THURSTON,  Chief  Probation 

Officer,  Chicago,  formerly  of  the  Cook 

County  Normal  School. 
J.  H.  VAN  SICKLE,  Superintendent   of 

Schools,  Baltimore. 


APPENDIX  I. 

THE  PRESENT  CONDITION  OF  HISTORY  IN  THE 
ELEMENTARY  SCHOOLS. 

At  the  first  preliminary  meeting  of  the  Committee  it 
was  decided  that  a  knowledge  of  what  was  actually  being 
done  in  the  teaching  of  elementary  history  in  the  schools  of 
the  country  was  essential  to  the  making  of  any^programme. 
A  circular  of  inquiry  was  prepared  and  sent  to  some  two 
hundred  and  fifty  superintendents  of  schools.  The  schools 
were  selected  from  thirty-five  different  States,  usually  upon 
the  recommendation  of  some  one  familiar  with  the  educa- 
tional work  of  the  State.  Typical  schools  were,  as  far  as 
possible,  selected,  varying  from  the  school  in  a  town  of  one 
thousand  inhabitants  to  the  schools  of  the  large  city.  The 
letter  was  as  follows: 

MY  DEAR  SIR: 

You  are  well  aware  of  the  good  results  accomplished  in 
the  high  schools  through  the  efforts  of  the  Committee  of 
Seven  of  the  American  Historical  Association.  A  year  ago, 
this  Association  appointed  a  Committee  of  Eight  to  consider 
the  subject  of  history  in  the  elementary  schools.  It  is  hoped 
that  the  Committee  of  Eight  may  present  suggestions  for  a 
programme  in  history  for  the  elementary  schools  which  will 
be  generally  acceptable  to  superintendents  and  teachers. 

May  we,  therefore,  ask  your  cooperation?  The  Com- 
mittee will  be  gratified  if  you  will  answer  the  accompanying 

123 


124.  THE  STUDY  OF  HISTORY 

questions  relative  to  the  course  of  study  in  history  actually 
given  in  your  elementary  schools.  Your  answer  is  not  to  be 
made  public,  and  even  brief  replies  will  be  appreciated. 

1.  What  courses  do  you  give  in  history  (biography  or 
technical  history)  in  the  following  grades? 

2.  How  many  periods  a  week  are  allowed  history  in  the 
several  grades? 

3.  To  what  extent  is  supplementary  material  introduced 
—books,  other  illustrative  matter? 

4.  Do  the  teachers  in  the  grades  have  any  special  train- 
ing for  teaching  history? 

5.  Is  State  history  taught? 

6.  To  what  extent  has  the  teaching  of  civics  been  in- 
troduced ? 

About  one  hundred  and  fifty  of  the  answers  returned 
were  sufficiently  complete  to  justify  a  few  general  conclusions 
on  what  is  being  done.  These  inferences  have  been  strength- 
ened by  many  personal  letters  from  superintendents  ex- 
pressing deep  interest  in  what  the  Committee  was  attempting 
to  do,  and  from  a  knowledge  on  the  part  of  the  members 
themselves  of  the  conditions  obtaining  in  their  own  States. 
It  will  be  seen  by  examining  the  replies  that  :  (i)  While  too 
great  a  number  of  schools  have  still  to  find  an  adequate  place 
for  history  in  their  programmes,  a  large  majority  of  superin- 
tendents have  seen  fit  to  give  the  subject  sufficient  time  to 
secure  good  results.  (2)  The  content  of  the  courses  varies 
greatly.  (3)  Much  remains  to  be  accomplished  in  the  prep- 
aration of  teachers. 

The  summaries  follow  the  order  of  the  questions: 
i.  A  study  of  one  hundred  and  fifty  replies  shows  that 
about  ninety-six  schools  have  provided  for  some  history  in 


APPENDIX  125 

all  of  the  grades;  six  in  seven  grades;  fourteen  in  six;  ten  in 
five;  eight  in  four;  ten  in  three,  and  six  in  two.  Seventy  pro- 
vide for  the  teaching  of  American  history  alone  in  the  last 
three  or  four  grades.  Unfortunately,  in  many  cases,  this  is 
accomplished  by  using  an  elementary  text  on  the  subject  in 
the  fifth  and  sixth  grades,  and  a  more  advanced  book  for  the 
remaining  grades,  covering  the  same  field.  Forty  schools 
give  from  one-half  to  one  year  of  English  history,  usually  in 
the  seventh  grade. 

2.  The  time  assigned  varies  greatly.     Two  schools  in 
widely  different  sections  of  the  country  show:  (i)  Three  pe- 
riods of  twenty  minutes  each  throughout  the  year  in  grades 
two,  three,  and  four;  three  periods  of  thirty  minutes  in  grades 
five  and  six;  two  of  forty  minutes  in  grade  seven,  and  three 
of  forty  minutes  in  the  eighth  grade.     (2)  Third  and  fourth 
grades,  two  fifteen-minute  periods  a  week;  fifth  and  sixth, 
two  twenty-five-minute  periods;  seventh,   two  twenty-five- 
minute  periods  during  one-half  year  and  five  forty-five-minute 
periods  the  second  half-year;  eighth,  five  forty-five-minute 
periods. 

3.  All  the  replies  indicate  an  appreciation  of  the  neces- 
sity for  material  to  supplement  the  text,  even  though  great 
difficulty  is  experienced  in  securing  sufficient  appropriations 
for  such  equipment.     The  public  library,  at  times,  under 
the.  control  of  the  school  board,  does  effective  cooperative 
service. 

4.  One-seventh  only  of  the  schools  from  which  answers 
were  received,  have  introduced  departmental  instruction  and 
require  special  training  in  teachers  of  history  in  the  last  two 
grades.     In  some  instances  the  sixth  grade  is  also  included. 

5.  State  history  is  taught  in  one-half  of  these  schools. 
The  demands  of  the  legislatures  for  the  teaching  of  this 


126 


THE   STUDY  OF  HISTORY 


subject  seem  to  be  satisfied,  in  the  majority  of  instances,  by 
giving  it  in  connection  with  State  geography. 

6.  Eighty  of  the  schools  provide  for  teaching  civics  in 
the  eighth  grade,  usually  as  a  special  subject,  during  the  last 
half-year;  twenty  in  the  seventh  and  eighth  grades;  eight  in 
the  last  three  grades;  three  in  the  last  four;  seven  in  the  last 
five,  and  one  in  all  grades. 

We  here  present  a  time  table  of  studies  which  is  now  in 
operation  in  a  city  school,  with  the  hope  that  it  will  prove 
suggestive  to  superintendents  who  are  unable  to  find  an 
adequate  place  for  history  in  their  programmes.  The  lead- 
ing subjects  only  are  included: 

COURSES  OF  STUDY. 

TIME  TABLE,    IN    MINUTES    PE"  f  WEEK,    FOR    THE    PRIMARY    AND   GRAMMAR 

SCHOOLS. 


1ST 
YEAR 

2D 

YEAR 

3D 

YEAR 

4TH 
YEAR 

STH 

YEAR 

6TH 
YEAR 

7TH 

YEAR 

STH 

YEAR 

9TH 
YEAR 

Reading  .  . 

755 

59° 

520 

300 

220 

20O 

1  60 

15° 

ISO 

Arithmetic  . 

150 

2IO 

240 

250 

280 

280 

280 

280 

1  80 

Algebra    .  . 

1  2O 

Grammar   . 

130 

15° 

170 

Composition  and 

Language 

75 

75 

15° 

150 

2OO 

IOO 

IOO 

IOO 

Geography 

3° 

1  80 

180 

180 

170 

150 

150 

History 

20 

20 

3° 

40 

60 

60 

I4O 

150 

150 

Spelling 

60 

90 

90 

IOO 

IOO 

IOO 

IOO 

IOO 

90 

Writing 

60 

60 

60 

60 

60 

60 

60 

60 

60 

Drawing 

60 

60 

60 

60 

60 

60 

60 

60 

60 

Music    . 

60 

60 

60 

60 

60 

60 

60 

60 

60 

Nature  Study 

3° 

3° 

3° 

60 

60 

30 

3° 

3° 

30 

APPENDIX  II. 


History  in  the  elementary  schools  in  Germany  begins 
(usually)  in  the  fourth  school  year.  In  some  instances  it 
begins  in  the  third  school  year.  Two  hours  per  week  are 
devoted  to  the  subject.  The  work  is  confined  mainly  to 
biography  and  it  deals  almost  exclusively  with  national  his- 
tory. Correlation  with  geography  is  close.  This  is  favored 
by  the  equalization  of  the  time  devoted  to  these  two  subjects 
after  the  third  school  year  and  by  the  limited  field  covered  in 
the  two  subjects.  The  predominance  of  the  national  both 
in  geography  and  in  history  is  a  marked  characteristic. 

The  topics  treated  in  Berlin  are  the  following: 


Fourth  School  Year 
Fifth  School  Year 


Sixth  School  Year 


Seventh  and  Eighth  School 
Years 


National  biography. 

Review  biographies;  take  chiv- 
alry, the  Crusades,  growth  of 
towns,  inventions,  discover- 
ies, the  Reformation,  the 
Thirty  Years'  War,  and  the 
founding  of  the  kingdom  of 
Prussia. 

National  biographies,  the  Amer- 
ican revolution,  the  French 
revolution,  the  Napoleonic 
Empire,  analysis  of  the  Prus- 
sian government,  and  the  free- 
dom and  union  of  Italy. 

The  history,  government,  and 
civilization  of  Germany  and 
Prussia. 

127 


i28  THE  STUDY  OF  HISTORY 

In  Leipzig  the  following: 

Third  School  Year  .     .     .     History  of  Leipzig. 

Fourth  School  Year      .     .     History  of  Saxony. 

Fifth  School  Year  .  .  .  Leading  points  in  the  history  of 

Germany. 

Sixth  School  Year  .  .  .  Short  selections  from  Greek,  Ro- 
man, and  Assyrian  history. 
Old  German  history  to  Char- 
lemagne. 

Seventh  School  Year.  .  .  History  to  the  Thirty  Years' 

War. 

Eighth  School  Year  .  .  History  of  Brandenburg.  Ger- 
man history  to  the  present 

time. 

i 

In  Prussian  higher  schools  in  years  corresponding  to  the 
elementary  years  IV  to  VIII  the  Lehrplan  shows  the  follow- 
ing arrangement: 

For  Sexta  (Year  IV)  ....  National  history  beginning 

with  events  closely  re- 
lated to  the  pupils'  en- 
vironment and  working 
from  the  known  to  un- 
known. 

For  Quinta  (Year  V)  ...  Legendary  history  of  Greece 

and  Rome. 

For  Quarta  (Year  Vfy  .  .  .  Grecian  history  to  the  death 

of  Alexander  the  Great, 
and  Roman  history  to  the 
death  of  Augustus. 

For  Untertertia  (Year  VII) .  .  To  the  end  of  the  Middle 

Ages. 

For  Obertertia  (Year  VIII)      .    To  the  accession  of  Fred- 
erick the  Great. 


APPENDIX  129 

Formerly  two  years  of  mythology  and  biography  pre- 
ceded the  early  history  of  Germany.  The  plan  pursued  in 
the  elementary  school  and  the  change  of  plan  in  the  higher 
schools  indicates  the  purpose  of  the  government  to  use  his- 
tory to  forward  in  a  direct  manner  the  making  of  patriotic 
citizens.  The  Herbartians  argue  for  greater  continuity  in 
the  course  and  for  character  building  as  the  direct  aim  rather 
than  patriotism,  as  the  latter  is  sure  to  follow  the  former. 

Text-books  in  history  are  little  in  evidence.  The  read- 
ing book  contains  carefully  selected  historical  material,  and 
there  are  other  texts  that  may  be  purchased,  but  their  pur- 
chase is  not  obligatory.  The  method  of  presentation  is  the 
oral  method.  The  teacher  speaks  for  two  or  three  minutes 
and  then  questions  on  what  he  has  said.  He  asks  a  separate 
question  for  each  important  point.  After  the  whole  has  been 
repeated  by  one  or  two  children,  the  teacher  gives  more  facts 
which  are  dealt  with  in  the  same  manner,  and  so  on  through 
the  lesson. 

In  the  lower  classes  pictures  are  extensively  used.  In 
the  higher  classes  notes  and  dates  are  dictated.  These  are 
copied  and  learned.  In  the  Leipzig  Lehrplan  sixty  or  seventy 
dates  are  given  which  the  pupils  are  expected  to  learn. 

In  the  French  curriculum  the  following  topics  appear: 

In  years  II,  III,  IV,  V       .     Elementary    French  history, 

chiefly  biography. 

Beginning  with  the  sixth  grade  the  so-called  Premier 
(first)  Cycle  is  introduced,  which  provides  for  the  elemen- 
tary presentation  in  that  grade  of  the  History  of  Antiquity. 
VII.  Middle  age. 
VIII.  Modern  times. 
IX.  Contemporary  period  since  1789. 


130  THE  STUDY  OF  HISTORY 

The  London  Board  of  Education  issued  a  circular  for 
history  teachers  in  1908  which  provides  for  elementary  his- 
tory as  follows: 

"  The  first  stage,  which  begins  at  the  earliest  age  and 
ends  at  about  the  age  of  twelve,  will  consist  almost  entirely 
of  stories.  The  pupils  should  become  familiar  with  the 
chief  events  and  characters  from  the  history  of  the  most 
important  nations,  in  their  traditional  form.  Where  the  field 
is  so  great  there  is  endless  scope  for  selection,  but  it  might 
include,  besides  the  obvious  stories  from  the  history  of  the 
British  Isles,  stories  such  as  those  of  the  Siege  of  Troy,  the 
Persian  Wars,  Alexander  the  Great,  stories  from  Roman 
history,  the  fall  of  Jerusalem,  and  the  history  of  the  Early 
Church,  the  sack  of  Rome  by  Alaric,  and  the  invasion  of 
Attila,  Charlemagne,  The  Cid,  St.  Louis,  St.  Francis  of 
Assisi,  William  the  Silent,  Columbus  and  other  explorers, 
Galileo,  Washington,  Garibaldi." 

"  The  work  of  the  years'  from  about  twelve  to  about 
sixteen  is  the  most  difficult  to  arrange." 

"  In  nearly  every  school  it  will  be  necessary  here  to 
place  a  formal  course  covering  the  whole  of  English  history 
from  the  invasion  of  the  Romans  to  the  present  day.  For 
this  not  less  than  three  years  is  necessary.  The  best  ar- 
rangement seems  to  be  to  divide  the  course  into  three 
parts,  in  chronological  succession,  assigning  one  part  to  each 
year,  and,  if  possible,  to  give  one  year  to  general  revision, 
laying  special  stress  on  those  matters  which,  owing  to  their 
difficulty,  were  omitted  before." 


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INDEX 


Adams,  Samuel,  17. 

Adolphus,  Gustavus,  56; 

Africa,  Partition  of,  91. 

Alexander  the  Great,  10,  29. 

Alfred,  10,  36. 

American  Historical  Association,  v, 

viii,  123. 

American  History,  how  understood,  x. 
Anti-slavery,  81. 
Appomattox,  87. 
Arnold,  Benedict,  70. 
Athens,  27. 

Bacon's  Rebellion,  60. 
Balboa,  43. 
Baltimore,  Lord,  54. 
Bayard,  45. 

Bismarck,  90,  no,  113. 
Bonaparte,  Napoleon,  76. 
Boone,  Daniel,  18. 
Boston,  settlement  of,  53. 
Braddock  Expedition,  63. 
Brown,  John,  84. 
Bruce,  Robert,  10. 
Buchanan,  James,  85. 
Burgoyne's  expedition,  68. 

Cabot,  12. 

Caesar,  Julius,  32. 

Calhoun,  John  C.,  21. 

California,  gold  discovered,  21,  83. 

Canute,  10. 

Carson,  Kit,  21. 

Cartier,  43. 

Cathedrals,  mediaeval,  39. 

Champlain,  12,  59. 


Charter,  the  great,  37,  38. 

Christians,  33,  34. 

Cincinnatus,  10. 

Civics,  116—122. 

Clark,  George  Rogers,  19,  69. 

Clark,  William,  20. 

Clay,  Henry,  2. 

Clive,  Lord,  61. 

Colonization,  American,  xii. 

Colosseum,  115. 

Columbus,  10,  12,  42. 

Commerce,  mediaeval,  40. 

Committee  of  Eight,  how  constituted, 

v;  meetings,  v;   point  of  view, 

v;  method  of  procedure,  vi. 
Committee  of  Seven,  123. 
Compromise  of  1850,  83. 
Compromises   of   the    Constitution, 

109. 

Confederacy,  Southern,  85. 
Constitution,  American,  73,  109. 
Convention,  Annapolis,  108. 
Convention,  Constitutional,  72,  73. 

1 08. 

Coordination,  xvi. 
Correlation,  94. 
Cortez,  12. 

Crockett,  David,  20.         . 
Crusades,  results  of,  39,  40. 

David,  10. 

Debates,  tor. 

De  Soto,  12,  43. 

Drake,  12,  44. 

Dred  Scott  Decision,  84. 

Dupleix,  61. 

Dutch,  the,  45,  46. 


139 


140 


INDEX 


Eliot,  John,  13. 

Emancipation  Proclamation,  86. 
Emigration,  Western,  78. 
Erie  Canal,  20. 
European  background,  xii. 

Forum,  115. 

France,  89;  revolution  in,  74,  75. 

Franklin,  Benjamin,  15,  17,  18,  108. 

Frederick  the  Great,  61,  64. 

Fremont,  John  C.,  21. 

Fugitive  Slave  Law,  83. 

Fulton,  Robert,  20. 

Gambetta,  90. 
Garibaldi,  90. 
Geography,  xi,  of  North  America, 

48. 

German  tribes,  35. 
Germany,  89. 
Grant,  Ulysses  S.,  87. 
Great  Britain,  88. 
Greek  boy,  27. 

Greeks,  why  remember  them,  26,  27.. 
Greene,  Nathaniel,  18. 

Hale,  Nathan,  18. 

Hamilton,  Alexander,  108. 

Hampden,  John,  55. 

Harroun,  10. 

Henry,  Patrick,  17. 

Hiawatha,  6. 

Historical  equipment,  necessary,  97. 

History  teaching,  aim  in,  x;  failure 

of,  xiv. 
Horatius,  10. 
Houston*  Sam,  20. 
Hudson,  Henry,  12,  58. 
Huguenot  exiles,  56. 

Illustrative  material,  114. 

Indian  Life,  i,  2,  6. 

Industries,  colonial,  13;  Quaker,  14; 

Southern,  14. 
Internal  improvement,  80. 
Italy,  89. 


Jackson,  Andrew,  20,  80,  81. 
Jefferson,  Thomas,  19,  20,  75. 
Joan  of  Arc,  10. 
Jones,  John  Paul,  18,  69. 
Joseph,  10. 

Kaskaskia,  19. 

LaFayette,.  18. 

La  Salle,  15,  58. 

Lee,  Robert  E.,  21,  87. 

Lewis,  Meriwether,  20. 

Lincoln,    Abraham,     21;     Douglas 

Debates,  84. 
London  Company,  49. 
Louisiana,  purchase  of,  75. 
Lowell,  Francis  C.,  78. 

Madison  Conference,  vi,  vii. 
Madison,  James,  108. 
Magellan,  12,  43. 
Maps,  outline,  103. 
Marco  Polo,  41. 
Marion,  18. 
Memorial  Day,  8. 
Merrimac,  85. 
Method,  historical,  95-107. 
Mexican  War,  82. 

Middle  States  and  Maryland  His- 
torical Association,  viii,  ix. 
Missouri  compromise,  79. 
Monasteries,  mediaeval,  39. 
Monitor,  85. 
Montcalm,  64. 
Morgan,  18. 
Morse,  S.  F.  B.,  20. 
Moses,  10. 

Napoleon  III,  no. 

New  England  Confederacy,  60. 

New    England    History    Teachers' 

Association,  viii. 
North    Central    History    Teachers' 

Asssociation,  viii. 
Northmen,  41. 


INDEX 


141 


North-west,  land   claims  of  States, 
72. 

Oglethorpe,  James,  14. 

Ohio  Valley,  French  and  English  in, 

63- 
Oregon  Question,  81. 

Pacific  Railways,  88. 
Penn,  William,  14,  55. 
Philip,  King,  13. 
Pictures,  105,  106. 
Pilgrimages,  mediaeval,  39. 
Pilgrims,  3,  7,  51. 
Plymouth  Colony,  51. 
Ponce  de  Leon,  12. 
Prussia,  114. 

Puritan,    in    England,    55;    govern- 
ment, 53. 

Question  method,  100,  101. 

Raleigh,  12. 
Reconstruction,  87,  88. 
Reference  books,  100. 
Reviews,  105. 
Revolutionary  War,  68. 
Roland,  10. 
Roman  Roads,  115. 
Romans,  30,  31,  32. 
Rome,  31,  33. 
Russia,  113. 

Samoset,  3. 

Seven  Years'  War,  64. 
Sevier,  John,  18. 
Sherman,  T.  J.,  87. 


Sistine  Madonna,  115. 
Slater,  Samuel,  78. 
Slavery,  in  West,  84. 
Smith,  John,  12. 
Socrates,  28. 
Source  material,  106. 
Stamp  Act,  67. 
Standish,  Miles,  3,  13. 
Star  Spangled  Banner,  n. 
Stuyvesant,  Peter,  13,  57. 

Teacher,  group,  94,  95;  preparatior 

of,  91. 

Tell,  William,  10. 
Texas,  81,  82. 
Text-book,  99,  100. 
Thanksgiving  Day,  i,  2,  3,  6. 
Towns,  walled,  38. 

Ulysses,  10. 

Venice,  mediaeval,  41. 
Victor  Emmanuel,  90. 
Vienna,  Congress  of,  in. 
Vikings,  the,  36. 
Vincennes,  19. 

War  of  1812,  76,  77. 

Washington,  George,  4,  7,  15,  18,  19. 

108. 

Washington's  Birthday,  i,  4,  7. 
Webster,  Daniel,  21. 
Whitney,  Eli,  19. 

William  I,  King  of  Prussia,  90,  114 
Williams,  Roger,  94. 
Winthrop,  John,  13. 
Wolfe,  64. 


IUL  &     1964 


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